Research On The Creation Of Kindergarten Class Regional Environment From The Perspective Of Children

In recent years,with the deepening of the reform of preschool education in China,preschool educators gradually realize the importance of environment to the growth of young children.As the recessive educational resources of kindergarten,kindergarten environment has gradually become an indispensable part of kindergarten education.As an important part of kindergarten environment,kindergarten class regional environment can also promote children’s personality development and help children’s physical and mental development.Based on previous studies,this study used mosaic method to analyze the creation of kindergarten class regional environment in the third class of S garden from the perspective of children by observing children,children’s meeting,children’s journey,children’s autonomous photography and children’s independent painting.Among the main contents of the study are the setting and layout of class area in children’s eyes,the placement and replacement of class area materials,and the creation of class area logo.The main problems existing in the process of creating class area environment in S garden are summarized,and the corresponding improvement strategies are put forward according to the problems.According to the research,there are the following problems in the creation of class area environment in the third class of S garden: the unreasonable setting and layout of class area neglects the children’s interest needs;the material delivery of class area does not meet the children’s needs and existing level;the long replacement cycle of class area materials reduces children’s interest in class area activities.Combined with the above problems,the research puts forward the following four suggestions for the creation of class regional environment in the third class of S garden: first,respecting the main position of children and reasonably setting up and layout of class area;second,according to the actual needs of children,reasonable class area materials;third,pay attention to the observation of children’s regional activities and change class area materials in time;fourth,according to the physical and mental characteristics of children,design class area markers easy for children to understand.