The Study Of Present Situation And Countermeasures Of Preschool Children’s Participation In The Creation Of Class Physical Environment

Environment is the third teacher of preschool children. 《The Guidance Outline for Preschool Education (trial)》 stated clearly,"Environment is an important education resource,environment should be created and used to promote the development of preschool children effectively." 《The Professional Standards for Kindergarten Teachers (trial)》 requires for kindergarten teachers to "acquire the knowledge and methods of the creation of environment in kindergarten","the ability of creation and and utilization of environment"is seen as the first ability of kindergarten teachers’ seven profession abilities.Children’s development is completed in the process of interaction with the environment.Participation is a fundamental right of children.Preschool children’s participation in the creation of class physical environment is of great value,because this will not only reduce teachers’ burden,but the process of preschool children’s participation is originally the educational process.However,the phenomena of teacher substitute and depriving children of the participatory right in the creation of physical environment in kindergarten are still very serious nowadays.Therefore,the study of present situation and countermeasures of preschool children’s participation in class physical environment has important practical significance.This study selects kindergarten teachers,principals of the kindergarten,some parents and some preschool children in some first,second,third level and different organizers kindergartens in H city to conduct investigation research.The study focuses on the the value,desire,content,ways,degree of childrens participation,obstacles to children’s participation,countermeasures to children’s participation and the comparison of situation about preschool children’s participation in the creation of class physical environment among different categories’ kindergartens by the use of literature,interview,questionnaire and observation.The results show that:(1)nowadays,preschool children’s participation in the creation of class physical environment has its positive aspects,such as,the concept of preschool children’s participation has been recognized and accepted by the majority of teachers,principals of the kindergartens and parents;the proportion of preschool children’s participation is relatively high and so on.But there are also many problems,such as,relatively poor independence of preschool children’s participation;low degree of preschool children’s participation and so on.(2)the obstacles to preschool children’s participation include both micro-level and macro-level.The former includes teachers and parents’ uncultured education concept,teachers’ serious mental and physical stress,the height of wall and material unsuitable for children and so on,and the latter includes educational administrative departments’ uncultured education concept and historical and cultural traditions restrict.For these reasons, corresponding commendations are put forward from kindergarten teachers,principals of the kindergarten,parents,educational administrative departments and government departments in the study:(1)teachers change their ideas and internalize the concept of preschool children’s participation;get a comprehensive understanding of the concept of children’s participation and encourage children to participate in discussion of environmental topics and content;learn actively to accumulate the experience of creation of environment;foster children’s awareness and ability of participation in game and life.(2)principals of kindergarten provide idea leading for preschool education;develop institution to ensure children’s subjectivity in the creation of environment and strengthen teacher training;respect teachers’ curriculum autonomy;simplify administrative and be pragmatic to improve teachers’ physical and mental conditions;provide appropriate wall height and materials for children. (3)parents change their ideas and pay attention to the influences of environment creation on children;encourage preschool children’s self-reliance and to contact with society and nature to foster children’s awareness and ability of participation.(4)educational administrative departments change evaluation concept.(5)government departments create the social atmosphere of encouraging children to participate.