Research On Environmental Optimization Of Living Activity Area In Kindergarten From Child Perspective

The outdoor living activity area of kindergarten is a place for young children to express their daily needs,and an important activity area for accumulating self-care and pretend experience.Firstly,by clarifying the curriculum value of the living area,grasping the direction and specific elements of optimizing the living area environment,and promoting the improvement of teachers’ living area environment optimization and activity organization ability.Secondly,through research,understand the overall situation of environmental creation and activity organization in living areas.Thirdly,through environmental optimization,create a living environment that meets the expectations of young children.Fourthly,reflect and summarize the optimization experience,and propose feasible suggestions for optimizing the outdoor living environment of kindergartens.Determine research questions based on research objectives: In the first place,what is the curriculum value of the living area? In the second place,what are the problems in the process of creating a living environment? In the end,how to optimize the living environment based on the ideas of young children?Research and application of action research paradigm to improve and optimize the living activity area environment.Based on purposive sampling,10-15 children aged 3-4,4-5,and 5-6 were selected,and data on children’s thoughts on the living environment were collected using a combination of observation,interview,and mosaic participatory tools.Systematization of data refers to the use of coding and classification systems by three coders to interpret the meaning of agreed upon encoded data.Ultimately,three types of problems were found.To begin within the first place,the creation of living environment pays less attention to the needs of children’s sexual activities.Secondly,it is difficult to ensure the operational needs of young children,which is not conducive to their acquisition of life experience.Thirdly,the awareness and ability of teachers to clarify the basic connotation of living areas are relatively weak.Two rounds of action research were conducted as a result:In the first round of action research,relying on renewable resources and living resources to change the simplicity of the living area environment setting,to meet the needs of children’s design,transformation and self service.Firstly,the environmental planning of living activity area pays less attention to the symbolic and self-care needs of young children.Secondly,the operational needs of young children are difficult to ensure,which is not conducive to their acquisition of life experience.Thirdly,teachers are relatively weak in clarifying the basic meaning and ability of living activity area.Two rounds of action research were conducted:In the second round of action research,the space function of the living area was expanded and life and natural materials were supplemented to extend children’s life experience.Firstly,listen to young children’s ideas and optimize the types and quantities of interactive and open materials in the space.Secondly,according to the activity situation of young children,extend the spatial field and optimize materials.Finally,the reflection and summary found that the ability of teachers to support children’s self-service labor needs to be improved.Two conclusions have been drawn through research: On the one hand,the living environment needs to pay attention to spatial functions,material placement,and atmosphere creation.the physical environment of the living activity area is composed of interactive spaces and living materials,and by creating a relaxed and autonomous psychological environment to support children’s creative representation.On the other hand,optimizing the living environment in the living activity area enhances children’s living abilities and teachers’ professional development,meets the needs of children to construct and transform life experiences,and improves teachers’ ability to support games and create environments.Based on the research,educational suggestions are proposed.Firstly,the living activity area environment emphasizes the improvement of spatial facilities and the placement of multi-functional living materials.Secondly,Secondly,attach importance to and ensure the right of young children to participate in the creation and optimization of living environment.Thirdly,continuously enhance teachers’ ability to create encouraging and supportive learning environments.