Environment is an important educational resource, just like a silent teacher. Children in small classes are young, and their understanding of the environment is still in a perceptual, concrete and vivid stage. Therefore, when we create an environment, we often need to connect it with children's life experience and game scenes, and interact with children in a living and situational environment to provide opportunities and conditions for children to be more lively and lovely and develop actively. The following is my knowledge about how to design a warm and childlike class environment in the new semester. Welcome to reading.
Building a "Doll's House"-Creating a Living Environment
Children who have just entered small classes are particularly vulnerable to emotional loss without their parents who take care of them. It is particularly important to create a family atmosphere. A friendly, natural and humanistic environment can help children adapt to life, gain experience and develop.
For example, when the regional activities of "Doll's House" are carried out in small classes, our environment is created in a warm atmosphere: in the area of "Bunny Family", a photo of Bunny and his parents is posted on the window, which is warm and cordial; Soft and lovely baby bears and children's clothes, shoes, combs, hairpins and other items can let children experience the fun of dressing up for baby animals at any time; Rich tableware, cookers and various toys and vegetables can make children experience the fun of cooking at home.
In such an environment, children's family life experience can be expanded and integrated. Children can easily be inspired to explore in an alternative and interesting environment, thus generating new activities and new problems in the interaction with the environment. For example, in the role game, the doll's "father" and "mother" are very busy. Xiao Niu Niu bought celery and was about to fry it. Phoebe asks, "Did you wash the vegetables?" "Not yet! I'm going to wash in the pool. " "No, you have to pick, wash and cut everything before you can fry!" ..... Children's life experiences have been transferred to some extent. This can not only further stimulate children's motivation to learn, but also provide children with a platform to learn from each other.
We also make full use of the functions of toy cabinets and other facilities to divide the areas: cut the toy cabinets to a lower level, enhance the sense of transparency, reduce children's sight, and make it easy for children to see the items placed; The toy cabinet can be used as the door wall of the area, which makes each area feel "home", warm, safe and free, and can also be used as an operation platform; It has changed the traditional habit of never leaving the chair and putting it in the middle. The small square table commonly used by children has become a drawing table or operating table in the corner of the area, which not only facilitates collective teaching activities, but also improves safety.
Children are always particularly sensitive and interested in the innovative environment. Another study shows that children feel most comfortable and comfortable psychologically in a relatively small space surrounded by a similar mother. Children in small classes always carry out activities in a warm corner like a "nest" with peace of mind, concentration and happiness. For example, in the library area, we enclose a semi-open area with low cabinets, soft tatami on the ground, a small sofa and a few flower mats, which are comfortable and natural, just like home in fairy tales. Children read books on cushions, hold puppets and tell stories in a "home" atmosphere.
Give priority to animal images-Decorate a childlike environment
Children in small classes are at an age when they often take hallucinations as reality. Therefore, first of all, we should unify the regional layout style based on animal images and stimulate children's interest in participating in activities. "Let's go to the lamb library to read books", "Let's go to the lion smart house to do puzzles", "Let's go to the elephant building to build tall buildings" and "Let's go to the rabbit house to have a look" ... The children are moving happily, actively developing and constantly exploring.
District corner is a place where kindergartens make full use of space purposefully and in a planned way to create learning, games and free activities for children, so the placement of materials and toys is very important. Should be classified and placed on open, low and uncrowded shelves, or classified in transparent containers such as baskets or plates, so that children can see at a glance, so as to attract children to use them and facilitate them to find the materials and toys they need; It is necessary to indicate the storage location of materials and toys with pictures or names on the shelves or containers, so that children can take and put them conveniently during the game; It is necessary to ensure spontaneous activities and reduce children's dependence on adults.
Children in small classes have deep memories of specific objects or pictures. Before school starts, we need to mark everything that children need. When making signs, we usually use pictures of animals, fruits, etc. As children usually know, every child has a special picture to facilitate him to know his own affairs. We also use this method in toy cabinets and toy baskets, for example, stick a big apple on the toy cabinet in the work area, and stick a corresponding small apple on each small toy basket in the work area, telling children that the home of the apple toy basket is in the apple toy cabinet. Here, children can not only easily and correctly put the toy basket back into the toy cabinet after the operation, but also get several corresponding education unconsciously.
Emphasize interaction-create situational environment
Small class children's activities can not be divorced from the situation, and they need constant tips and inspiration from adults to play games. Creating activity scenes can better help children imagine and let them play freely in happy games. Therefore, our environmental creation must also reflect the scene. Children in small classes are curious and active, and their cognitive activities are mainly based on feelings, movements and appearances, which are easily disturbed by the outside world. Therefore, the creation of scenes should fully reflect the interaction, and create their activity environment according to their age characteristics, hobbies and needs of physical and mental development.
For example, the theme wall "My Handkerchief Friend" is divided into three parts: "Handkerchief Exhibition" shows handkerchiefs of different shapes and patterns brought by children from home; "The use of handkerchief" shows that handkerchief has the functions of protecting five senses, wiping nose, wiping tears, wiping mouth and so on. In My Handkerchief, children decorate handkerchiefs in three ways: painting with pigments, painting with balls and pasting. In the theme activity of "Flowers in Spring", children first draw their favorite petals such as pink peach blossom and yellow winter jasmine in the art area, and then stick them on three big trees on the wall. Stick handmade things on the wall so that everyone can see that the children are successful. There are also children who will draw tadpoles and small fish and stick them on the wall.
Different regions also have different scenes. If there are photos of correct reading posture on the wall of the library area, how to take books, read books and put them in demonstration photos; The wall background of the construction area is triangular, circular and square paved roads, as well as photos of children's own works; Place different plants in natural corners and compare the size, thickness and length of leaves; There are three kinds of wall games in the jigsaw puzzle area, namely "Little Bee Picks Flowers and Honey", "Hen Lays Eggs" and "Send Flowers to Birds", which provide operable materials for children to play games.
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