What aspects should be paid attention to in the environmental layout of kindergartens?

First, the creation of wall environment should conform to children's cognitive characteristics, so as to promote their physical and mental health development. The child is still young and lacks the most basic life experience. At first, children's understanding can only be realized through the interaction between themselves and the environment. Therefore, the creation of wall environment should meet the needs of children's psychological development. 1, in terms of color, colorful solid colors should be given priority to. The color of the picture should be simple and close to nature, so that simple children can have rich imagination: boundless green grassland, dense forest, vast blue sky, floating white clouds, blue ocean and lovely animals. These simple and natural colors are easy for children with short experience to resonate and understand. It is convenient for them to appreciate, learn from and express. Children like bright color contrast, and lively children can feel the rhythm and resonance of color change. When creating color contrast and jumping for children, we should consider the overall aesthetic feeling of the picture, and use larger light blocks to support it, which can make the picture have both local aesthetic changes and overall harmony, solve the problem that one wall of kindergarten is rich in content and difficult to unify colors, and make the environment more artistic. 2, modeling, should be naive, concise as the main performance. The art of round, solid, childish and simple shapes can attract children most, because children who have not completely walked out of the stage of visual blur can fully perceive the round and muddy shapes. Strong, childlike appearance makes them pay more attention and love, and simple artistic modeling makes children who have not paid attention for a long time feel faster. If there are some brilliant points in the design of the works-some humorous and vivid details, such as drooling tongue, grinning front teeth, cross-eyed eyes that are as small as possible, and big boots with their mouths open, children will stare straight and won't leave for a long time. At the same time, because the modeling is generally simple, the painting operation process is relatively simple, which is more suitable for the present situation of kindergarten layout environment with many contents and fast replacement cycle. 3. In content, create a familiar psychological environment for children. Children are often afraid of unfamiliar environment, and they love familiar environment. When freshmen enter the park and see their photos posted on the wall of the activity room, they will think that the teacher has known him for a long time, which reduces their fear and can quickly integrate into the kindergarten collective life. The decorative paintings on the wall of my garden are not like some famous paintings in kindergartens, nor are they thought-provoking abstract paintings, because these works are too far away from children's lives to be accepted by children. We hang children's works in corridors and stairs, as well as photos of children's activities and performances, teachers' children's paintings and so on. These works are familiar to children, colorful, in line with their psychological characteristics, and can better cultivate their aesthetic taste. And seeing their own works on display, children can increase their sense of accomplishment and pride. Second, the creation of wall environment should pay attention to age differences to meet the different needs of children of different ages. Froebel said: "The task of education should be for all children." However, children are different in age, gender, personality and development level, and different children have different requirements for the environment. For example, arranging all kinds of anthropomorphic animals on the wall of small class activity room can arouse children's interest and love more than arranging landscape paintings. It is also a new semester. For the new children, we put their photos on the "kindergarten" landscape created by the teachers on the wall. For those children who are anxious about entering kindergarten, teachers will point to the photos on the wall and say "Lingling is so happy in kindergarten ..." and add slides and lawns on this wall to become "Where am I in kindergarten?" And constantly change the photo position, aiming at promoting small class children to be willing to say. The walls of the middle and large classes take "I grew up" and "I got promoted" as the theme, with pictures of myself dressing up and tying my shoelaces to educate children to do their own things. Some classes also create "one sentence a day" according to children's hobbies, and learn a complete sentence or polite expression every day; "Daily News", telling about the new things you have discovered and the recent international and domestic events; And the "discussion world" opened up according to the content generated in children's daily activities, and so on. Make teachers gradually change their roles in wall layout, from a single decision-maker to a listener and collaborator. These multi-role changes enable teachers to listen more to children's voices, pay attention to different children's different development levels and different activity needs, and make the creation of environment better promote the expression and development of children's abilities and personalities, and promote the improvement of everyone's own level. Thirdly, the construction of kindergarten wall environment should follow the "four principles". "A good kindergarten environment should be a three-dimensional, colorful and attractive silent teaching material." Environment plays an important role in children's development, and its educational significance is particularly important. How to achieve the purpose of making the wall speak and let the wall environment better serve the development of children, our garden follows the "four" principles. 1, the principle of consistency between wall environment and educational objectives. In order to ensure environmental education, every part of the environment must be conducive to children's all-round development in physical, intellectual, moral and aesthetic aspects. Therefore, when creating the wall environment, we should make clear the goal, implement the goal in the monthly plan, weekly plan, daily plan and even every specific activity, and create the environment based on the goal and combined with the teaching content. For example, in the experimental project of "Reggio Diversified Education in China" carried out by Class 4 in our garden, their wall decoration is very distinctive, which permeates the educational goals and concepts into the environment. Every two weeks, the content generated by children will be displayed in "Discuss the World". The tree is sick. Let's discuss "what pests are causing it?" "How can we help this tree?" Every child came to express his opinion, and the teacher arranged and matched the pictures, which also made the children in other classes gain a lot. And their "Star of the Week", according to Reggio's educational philosophy, shows each child's different works, different ideals and different hobbies, so that children can find themselves, know themselves, experience success and find confidence. In 1 class's "art area", the teacher began to draw all kinds of trees. Then, according to the progress of teaching, children can draw leaves on it, draw small flowers and red dates with their fingers, make maple leaves with small handprints, tear paper and paste various fruits, and so on. Look! On the one hand, the wall with "trees" as the main body can allow children to show their painting skills in small classes, and at the same time, they can also be educated in computing, language and moral education. 2. The principle of development. The development of wall environment is created by stages according to the current educational goals and the current level of children. For example, in the early stage of small classes, children lack painting skills, and teachers and children work together to create an environment. For example, in the first class, the teacher draws trees and the children add leaves, grass and fruits. In the middle class, children's painting skills have been improved and their works are rich. They can hold a "personal exhibition" to increase their enthusiasm and interest in painting and experience a sense of success and pride. In the big class, the children are not interested in solo exhibitions. The teacher suggested that some children can take pictures, which can improve their aesthetic interest, and this activity can also cultivate their communication skills and language expression skills. In short, the creation of kindergarten environment should not be arbitrary and blind, but should be considered as a whole according to the educational objectives and the existing level of children, so that the creation of environment can serve the development of curriculum environment. 3. The principle of children's participation. The educational nature of kindergarten environment is not only included in the environment, but also included in the process of environment creation. In the past, the creation of environment made children's thinking and behavior depend on teachers' thinking and behavior. Nowadays, the wall environment vividly, intuitively and truly reproduces the intimate dialogue between teachers and children in terms of content sources and theme generation. The close relationship between children and teachers; The emotional atmosphere between children and young children. The creation of kindergarten environment is an educational process of cooperation between teachers and children, and children can participate in it as small masters. This process will send a very important message to the growth of children throughout their lives: "We can influence our own lives. Our power can change the environment. " Therefore, in practice, we attach importance to teachers and students' participation in the construction of the wall environment, insist on teachers and students' discussing topics together, and set up the layout together, which really gives play to children's subjectivity and participation consciousness. 4. Dynamic principle.