Use of environments to promote early childhood development

From the \"children\'s development\", creating positive environment. Both the starting point to creating environments and this is kindergarten.

I work in the preschool years, through the survey, observation I found many kindergarten environment layout appears much neater and more elegant, and some even whistle in the flower, very ornamental, but practical value is not high. Because this environment layout just from the teachers \' vision and desire, rarely taking into account the child\'s interests, needs and existing levels of development and environment layout lost influence and promote the educational value of early childhood development.

Fundamental ways of correcting these deviations, handsome environment creating fundamental purpose is to promote early childhood development, not for the creation and the creation, for artistic and beautiful. The platform stated: \"kindergarten spaces, facilities, activities, materials, and General requirements should facilitate exchanges between the active exploration of child care and early childhood\". We should focus on the requirements, focusing on the following aspects of work.

① from the perspective of children, to children\'s vision to create the environment. We can observe asked, provide context or materials, and other means to understand the interests and needs of young children. Reflect children\'s cognitive characteristics in wall decoration, dominated by bright solid color on color; shape unadorned and childish, concise as the main representation; contents should mainly to children familiar objects. Age differences in layout should also focus on children\'s environment. Small classes on children\'s activity room wall layout of many different modal personified animals more than the layout of landscape painting to arouse children\'s interest and level of love; class walls to \"when I grow up\" and \"go up\" as its theme layout, distribution to dress himself, lace and other pictures, you can inspire them \"own thing done\" wishes.

② involving children in the environment created. Environmental cooperation creation is a teacher and child care, child care to the young master personally involved in the capacity of the education process. But merely by the teacher after the unilateral plan, busy, good layout, children say \"come\" approach will only stifle the spirit of subjectivity and the participation of young children. Teachers in the process of creating borders, if the adopted child care recommendations and absorption, and creating children\'s participation in environmental, not only can provide children with opportunities to participate in activities, meet the children\'s desire for self-expression, and can develop their hands-on ability. As in \"How do animals winter\" activities, can let children participate in the arrangement of the classroom. Layout of winter scene on one wall, digging many holes that can be switched on the big tree make children themselves selected, trim some old pictures of various young in pictures, by way of the winter, put various animal pictures respectively in different places. This environment layout distances are much closer together and child care.

③ support, inspire, instruct the children interact with the environment. Environment creating the ultimate goal is to be effective in stimulating the desire of the children found, explore interests, realization of active development of young children, so in the environment in the process of creating, we should focus on the effect of interaction between children and environments. Both teachers and students jointly prepared and creation of environment material, material is also provided by the teacher according to the aims of education environment, should be actively supported, encouraging children to explore and operational activities. In guiding children to research and operational activities, we have to check role change in the past, his energies from the check that the toy is lost, something is messed up, whether conflict between child care issues go into line with the focus on child care research, operational activities, focused on their interests and needs, properly judge their current level of development, encouraging them to a higher level of development. To do so, to really bring value of environmental education, reflects the current direction of curriculum reform.