Model essay on creating a large class environment 1 Kindergarten is a place where children live, study and play. Young children are young and are in a period of rapid development of physical and mental immaturity. Therefore, providing children with a good living material environment is the premise and foundation for promoting their supervised growth.
According to the purpose and target orientation of the kindergarten, this scheme follows the following principles: (1) Ensure safety and meet the hygiene requirements; (2) Environmental conditions should be protection and education services; (3) Environmental creation should be tailored to local conditions and economical; (4) Construction and management are parallel, with equal emphasis on use and maintenance.
Specific environmental planning and design are as follows:
I. Garden site and surrounding environment
Kindergarten is located in a safe, clean, quiet and pollution-free urban residential area, with its own independent building base (flat garden foundation, dry and solid site and convenient drainage). On the one hand, it ensures safety, facilitates parents to pick up and drop off, and avoids traffic interference.
Secondly, the use and arrangement of the premises.
The whole building is a two-story bungalow with a circular guardrail platform on the roof. The main building faces the southeast, so as to ensure that the activity room has enough sunshine (the sunshine at the bottom of the window is not less than 3h from winter to morning), which is warm in winter and cool in summer.
(1) Living rooms include class bedrooms, class bathrooms (including toilets, washrooms and baths, each shift 1), ground floor public toilets, cloakroom storage rooms (each shift 1) and music and sports activity rooms (each floor 1).
(2) Service rooms include medical care rooms, isolation rooms (medical care rooms are adjacent to isolation rooms), morning check-in rooms (located at the main entrance and exit of the building), nurses' sign-in rooms, faculty offices, conference rooms, duty rooms (including mailroom), faculty toilets and bathrooms.
(3) Houses for daily necessities include children's kitchen, disinfection room, boiling water room, laundry room and warehouse.
(4) In addition to adult handrails, children's handrails shall be set on the side of the stairs against the wall, with the height greater than 0.60m. The clear distance between the vertical lines of the stair railings shall not be greater than 0.11m.. The stair tread height is not more than 0. 15m, and the width is not less than 0.26m. Third, the use and layout of outdoor venues
Outdoor venues are more than 2 square meters per capita, and each class is equipped with special outdoor venues. The activity area of each shift should not be less than 60m2. Separate measures should be taken between activity places. There is also an outdoor playground, the area of which is not less than the calculated value of the following formula: outdoor playground area m2= 180+20(N- 1). (Note: 1.180,20 and1are constants, and n is the number of classes. ), the activity area is surrounded by children's plantation, feeding area, natural greening area, sand playing area, swimming area and building block area in turn. (1) Plant a park, and plant some vegetables, such as tomatoes, peppers, eggplants, cucumbers, etc., so that children can learn some plant knowledge and planting skills in the practice of sowing and feel the pleasure of simple labor.
(2) In the feeding area, chickens, ducks, rabbits and other poultry are raised. On the one hand, participating in feeding activities can really enhance children's understanding of animals and enrich their experience of animal names, types and habits; On the other hand, let children truly feel the development and changes of animals, the existence of animal life, the relationship between their own behavior and animal life, so as to truly feel life, understand life and cherish life.
(3) Natural green area, which accounts for about 20% of the site area. Nature is a rich source of knowledge for children at first. Everything in the natural environment is intuitive and concrete, so that children can understand what it is and what they are exposed to. Make full use of the natural environment and lead children to observe, walk, play and work, which not only meets children's various needs, but also makes their bodies develop healthily.
(4) In the sand playing area, the tools for playing sand are: sticks, shovels, buckets and vials. Playing with sand is one of children's favorite activities. Playing with sand can make children feel happy. Playing with sand can let children give full play to their imagination to create. Playing with sand allows children to try and experience independently, unconsciously perceive the characteristics of sand, and let children feel the fun of playing with sand.
(5) Playing in the water, children's love for water seems to be a kind of nature. They always like to play and play in the water whenever they have time and opportunity. By playing with water, they not only satisfied the children's desire to play with water, but also learned a lot of knowledge and experienced the fun of playing with water.
(6) Building block area, with materials that children like and commonly use, which children can access in the structured game area. Children can learn the color, shape, size and other knowledge of building blocks through observation. Using building blocks to operate can develop children's small muscle movements and hand-eye coordination ability, understand various geometric shapes, cultivate children's initial artistic modeling ability and perfect ability, and actually understand physical concepts such as center of gravity and balance.
(7) There are two sets of large toy areas, such as slides, climbing frames, swings, perforated tunnels and naughty castles. It also includes some homemade toys. Meet children's various sports experiences and let children have fun in activities. For the buildings and equipment of kindergartens, please refer to Chapter 5 of the Regulations on Kindergarten Work.
Thirtieth kindergartens should have activity rooms, children's toilets, bathrooms, health rooms, office rooms and kitchens. Conditional kindergartens can set up music rooms, game rooms, sports rooms and parents' reception rooms separately. Boarding kindergartens should have dormitories, isolation rooms, bathrooms, laundry rooms and staff duty rooms. Article 31 Kindergartens should have outdoor venues suitable for their scale, equipped with necessary facilities for games and sports activities, and create conditions to open up sandy land, animal feeding corners and plantations. According to the characteristics of kindergartens, greening and beautifying gardens should be done. Article 32 Kindergartens should be equipped with tables and chairs, toy racks, toilet utensils and necessary teaching AIDS, toys, books, musical instruments, etc. suitable for children to wait. Boarding kindergartens should be equipped with single beds for children. Teaching AIDS and toys in kindergartens should have educational significance and meet the requirements of safety and hygiene. Kindergartens should adapt to local conditions, use local materials and make their own teaching AIDS and toys. Thirty-third kindergarten building planning area quota, architectural design requirements and teaching AIDS, toys, with reference to the provisions of the relevant state departments.
The design scheme of creating a large class environment model essay 2 in the educational activities of kindergartens, the environment is regarded as a kind of? Hide the course? People pay more and more attention to developing children's intelligence and promoting children's personality development. The outline also clearly States:? Environment is an important educational resource, which should be created and used to effectively promote children's development. ? It can be seen that kindergarten environment plays an important role in daily educational activities. The environment is created for the theme, and the theme can develop more deeply and concretely only by relying on the environment. Combined with the theme of "harvest" in our class, we have formulated the following environmental layout scheme:
(A) the theme of wall decoration design
Should we try our best to arouse children's enthusiasm in the creation of themed wall decorations? Three natures? Namely, enthusiasm, initiative and creativity. How to effectively mobilize children? Three natures? The key is to make children truly become creators and designers of wall decorations. When creating theme wall decorations, paying attention to children's own creation and personal experience is conducive to expanding and stimulating children's interest in learning, arousing children's curiosity of independent learning and active exploration, so as to achieve twice the result with half the effort.
A big fruit tree is arranged in the center of the theme wall, and the fruits painted by children themselves are pasted. Ears of rice made of cardboard and plastic ribbons are stuck on both sides. Tell children that this is the harvest season and let them collect daily discarded items, such as waste paper boxes, bottle caps and car calendars? Wait, let the capable children use waste paper boxes, bottle caps, etc. To make them? The car in your mind? Let the weak children tear and paste? Car calendar? * * * Participate in the arrangement of fruit delivery scenes and enrich the theme wall decoration. This will not only infiltrate children's awareness of environmental protection, deepen environmental education, but also be unique and full of vitality, which can effectively attract children? Focus? . And the interaction between the theme wall decoration and children is realized, and the purpose of entertaining is achieved, so that the wall decoration really focuses on the law of children's physical and mental development and truly promotes children's all-round development.
Combine the "Happy Baby Bean" activity with the theme of "Harvest" and post children's stickers (flowers) under the theme wall. Further embody the theme and beautify the classroom environment.
(2) Corner design
1, natural angle
We let children plant and manage peas in plantations and natural corners, record the process of pea germination and drilling in the form of pictures, and let them master the planting methods and management methods; Understand some superficial scientific knowledge and cultivate their interest in planting activities.
2. Area angle
Children like to play with and manipulate objects, and their existing cognitive ability and experience are developed in the process of playing with and manipulating the environment and interacting with it. Children's age characteristics determine whether their understanding of the world is perceptual, concrete and vivid, and they often need the help of physical enlightenment and action. Therefore, it can be said that the material environment is the intermediary and bridge for children to learn. Therefore, we should strive to materialize the educational objectives and contents, embody the knowledge and experience that children expect to gain in the material environment, and let children accumulate experience in business activities. Such as rice, corn, sweet potato and so on. The crops harvested in the farmland are placed in the corner of the area. You can let the children peel the rice themselves and see if the rice grains inside are real. Boss? There is a gap in the wall. Make a sweet potato doll with sweet potato. And let the children collect all kinds of beans to decorate and paste for the children. (For example, the baby learns to dress and spell a picture with his favorite peas. Bean bottle Learn to put all kinds of beans into the bottle layer by layer. Doudou Dish Learn to decorate the dish with various peas. Peas are separated. Please classify all kinds of peas and make some cards. )
(3) Pendant design
Guide children to decorate the picture frame regularly and hang the decorated picture frame on the top beam.
(D) Bathroom design
The creation of small-class children's hand-washing living environment is mainly based on animal images or pictures full of childlike interest. This can not only stimulate children's interest in washing, but also make children have a vivid understanding of washing methods and help children imitate the order of washing. So we put pictures of small animals washing their hands on the wall. Guide children to master the method of washing hands. In view of the phenomenon that children waste water, a picture of the faucet crying is posted on the wall to remind children to turn off the faucet in time and save water.
The creation of kindergarten environment is a complex systematic project. To create a good kindergarten environment, we must fully understand the characteristics of children's physical and mental development, fully understand the educational value that environmental materials may contain, and guide the interaction between children and the environment by scientific methods. ? Let children truly become the masters of the environment and promote their active development? This concept has been accepted by colleagues in preschool education. Let children participate in the creation of the environment. What should be put in each section? How can I put it? How to decorate the corner? These are all discussed, made and put together with children, which can make children more identify with and care for things in the environment. So as to actively participate in game activities.
The design scheme of creating a large class environment model essay 3 Kindergarten environment is a part of kindergarten curriculum. In kindergarten education activities, the environment is regarded as a kind of? Hide the course? People pay more and more attention to developing children's intelligence and promoting children's personality development. The outline also clearly States:? Environment is an important educational resource, which should be created and used to effectively promote children's development. ? Therefore, kindergarten environment plays an important role in daily educational activities. When creating kindergarten environment, we should consider its educational nature, make the goal of environment creation consistent with the goal of kindergarten education, pay attention to games and shape children's interests. Three natures? , so that the kindergarten environment and activity materials can give full play to the educational role, reflect the value and significance of education, and stimulate children's enthusiasm, initiative and creativity in various ways.
At the same time, children are in an important period of rapid physical and mental development and personality formation, and have various development needs. The creation of kindergarten environment should be suitable for the characteristics and development needs of children's physical and mental development. In the process of environment creation, reflecting the process of cooperation between children and teachers, teachers should have the consciousness of letting children participate in environment creation and realize that the educational nature of kindergarten environment is not only included in the environment, but also included in the process of environment creation. The creation of kindergarten environment should not be created by adults' aesthetics. Because the kindergarten environment has a subtle influence on young children, children should be allowed to say beauty themselves. This school year, we make full use of space, take children's participation as the main line, broaden children's horizons, promote children's imagination, let children be influenced by beauty, and really let children feel that kindergarten is their paradise and their home.
In the process of creating environment, we didn't use arrangement instead of restricting children's subjectivity, because the purpose of creating environment is to trigger and support the positive role of children and the surrounding environment, and children are indispensable participants in creating environment. So we no longer focus on "how I want to decorate and how I want to create", but on "how can I motivate, guide and support children to participate, how can children participate, and what conditions can I provide as much as possible". This kind of participation allows them to maximize their subjective initiative and make them feel proud of their master's role in the process of active participation.
1, classroom wall layout
Class wall layout, according to the age characteristics of the children in this class, combined with the theme activities carried out by the class, to create an educational environment. This semester, we integrate children's participation in environmental creation into the curriculum, so as to educate children in a targeted manner. Teachers have changed from simple knowledge imparting to observers, listeners, collaborators and decision makers, and children have changed from simple listeners to planners and participants, fully aware of their own abilities and aware that they are the masters of the environment. Everyone makes suggestions and does their own duties, so that children's participation can be implemented. The children in this class made colorful rings of class ornaments in the form of group cooperation, which inspired the children's positive, active and cooperative feelings. The decorations of colorful cups are also painted, worn and cut by children themselves. The children also created a theme activity (rabbit) (beautiful windmill) with the teacher. Every child puts forward suggestions, hoping that his ideas will be recognized by the teacher.
2, corridor doors and windows
According to the situation of our class, a plant corner was set up on the balcony to let the children spontaneously bring their favorite flowers and plants from home. The whole process of sowing, watering and loosening soil is completed by children under the guidance of teachers. The wall of the plant corner is also made of leaves picked up by children when they are playing outdoors. The teacher * * * completed the modeling and decoration of the little tree baby. The wall next to the corridor window is decorated with children's works. What is it called? Children's world? . In this way, parents can also see our teaching situation, and children also know how to care about their own and others' labor results and have a sense of accomplishment.
3. Regional creation
In order to make every wall and corner of the kindergarten communicate with children, the six activity areas provided by this class use the environment to promote children's development, guide children's interaction with the environment, and take the process of collecting materials and creating the environment as children's learning process. Every child saw that the waste materials he brought with him became his favorite toys under the change of the teacher, and also let the children know the truth of waste utilization and environmental protection. And my own tadpoles. Silkworm babies and children share happiness, observe together and understand the magic of nature. When tadpoles grow into frogs, we organize young children to release them and let them feel the sacredness of life. We set up (book corner) (observation corner) (love hospital) (plant corner) (celebrity corner) to give children a stage to show their imagination. This semester, we also created a theme area (I am a student on duty), which the children like very much. This theme allows children to change their photos, dates and real-time weather conditions in turn every day to become the day's? Little teacher? Assist the teacher to manage the class.
4. Parents' Garden
Parents' Garden is an exchange garden between teachers and parents, and a bridge between children and families. This semester, according to the actual situation of young children, we will create a weekly parents' garden to truly play its educational value. Let parents know about their children's daily activities in kindergarten, some simple parenting knowledge and their performance in kindergarten through the parent park. Open a column of kindergarten health knowledge, and publicize the knowledge of early childhood education and health care to parents through publicity columns. This semester, four columns will be set up, and the corresponding contents will be selected according to the topics of each issue, so as to enhance the publicity and achieve the effect of family education.
In a word, in this environment creation, the environment creation of our class is suitable for children's age characteristics, which highlights the strong practical ability of children in this class, but there are still many shortcomings. We will continue to work hard and learn to improve the environment of kindergartens.