Kindergartens should provide healthy and rich living and activity environments for young children, meet their needs of various development, and enable them to gain experiences beneficial to their physical and mental development in their happy childhood. Therefore, from the morning when children enter the kindergarten to the afternoon when they leave the kindergarten, we teachers have to do a lot of work and be fully prepared. All this is to let the children come to the kindergarten and leave the kindergarten happily every day. Since children come to the garden in the morning, they are in close contact with teachers in all aspects of the day's activities such as morning check-up, games, meals and siesta. How should we arrange children's day activities? First, come to the park to receive every child warmly when you come to the park, feel their joys and sorrows when you talk to them, and treat them differently according to different situations. In addition, the regional materials should be placed to attract children's attention. Every morning, I will choose some interesting and novel activity materials that are in line with the current theme and put them in a conspicuous position in the classroom to attract children to actively participate. Children unconsciously gain new knowledge and life experience in doing and playing, and develop and improve in a relaxed, happy and free atmosphere! It also guides children to observe all kinds of plants in our corner, so that children have a strong interest in exploring the mysteries of nature, so that children can start a happy and meaningful life in the park in a variety of activities. As the saying goes, morning exercise can promote the coordinated development of children's movements and improve their physical functions. It is a truly "children-oriented" activity and an important part of children's daily activities. A good morning exercise can make children's life have a good start, make them more energetic and more focused. First of all, morning exercise is an important organizational form of children's sports activities, which can not only exercise children's bodies, develop their basic movements, but also stimulate their enthusiasm for participating in sports activities. Morning exercises help children to enhance their physical resistance and make their movements develop more harmoniously and sensitively. In morning exercises, children do various body movements with lively and familiar music, which improves the activity ability of the whole body and makes it gradually enter a good activity state. Secondly, when dispersing activities and group activities, provide children with rich activity materials, which are not only a stimulus to stimulate children's interest, but also a material premise to carry out exercise. When providing activity materials, we should also pay attention to being timely and appropriate. For example, in summer, gyros, darts, tensioners, sticky balls and other appliances with small activities are provided, in winter, appliances with large activities such as ropes, hoops and balls are provided, and in spring and autumn, various appliances can be provided alternately. If there are not enough appliances, children can use their brains to distribute materials reasonably. This can not only meet the needs of children, but also avoid too many idle materials, avoiding the frequent replacement of materials and distraction of children, which is conducive to improving the exercise effect. For these materials, children are always full of strong interest and try to explore various exercise methods. In addition, children can be guided to exercise by using the natural conditions and environmental settings in the park. Third, classroom teaching Traditional education courses often only focus on subject knowledge, emphasize skills training, and are divorced from real life. They do not consider choosing things and problems that children are interested in, and they are not really close to children's lives, which does not help to expand children's life experience and horizons, and ignores individual differences in children's interests and abilities. In colorful life, children are experiencing vivid and interesting changes all the time. 1. It is clearly pointed out in the "Outline" that "the content of kindergarten education is comprehensive and enlightening, which can be divided into five areas, such as health, language, society, science and art, and can also be divided into other different areas. The content of each field permeates each other and promotes the development of children's emotions, attitudes, abilities, knowledge and skills from different angles." From this, we can see that we should always pay attention to children's lives, start with their lives, give children more opportunities to experience life, let them have a deeper understanding of the world, lead children to life, let life enter children, and make learning and life closely linked. Children are often aroused by something in their living environment that can arouse his attention and interest. Therefore, the curriculum in our kindergarten should be arranged in the order of the life experience that children need. Therefore, we should carefully analyze the psychological level, development needs of children of all ages and the ecological relationship between children's life and learning, and directly link the theme content with children's life. According to children's different age characteristics, the proportion of life theme education content is also different. The younger they are, the more attention should be paid to life activities, and the more education should be carried out in life. For example, children in small classes have weak physical organization and function, poor independence and unstable emotions. Then, we arrange more life skills education and emotional education in small classes. The preschool children of CUHK have initially acquired the ability of self-care, and their physical, linguistic and cognitive abilities have developed rapidly, and their life experience has been enriched and their horizons have been broadened. In particular, they have a strong curiosity and thirst for knowledge about things around them. According to this feature, teachers should choose more characteristic contents of science education as pre-planned activities. In the activity, teachers should pay close attention to children's various interests in this matter, and generate new activities on meaningful topics that children are interested in, thus deriving a series of activities to enrich and enrich the pre-formed activities. Pre-formation and generation are combined, and teachers and children, as the masters of activities, learn from each other and build activities together. In this way, we can not only implement the pre-established educational goals, but also respect children's interests and choices, making children's activities more active. In addition, we can introduce social hot issues into children's learning activities. Children are people in society, people under specific social relations, social organizations and social systems. Society is the environment in which children live. Numerous and complicated events and problems in modern society will affect children's lives through television, radio, newspapers, adults and even the Internet. We guide children to pay attention to major events and hot issues in society that happen around them or are learned through media information, select events and issues that are valuable and meaningful for children's development, and generate theme activities, which has become an important part of kindergarten education content. 2. Making games a platform for learning is the main activity of children in kindergarten. We advocate that children play more. In the eyes of parents, learning knowledge from books is more important. But we have to prove it with actions: learning is everywhere. In the process of playing games, children are completely equal. We can see the differences between children and exercise children's abilities in all aspects, so as to better carry out targeted education. "Activity" is the foundation and source of children's psychological development. Children experience, observe, discover, think, accumulate and sort out their own experiences by actively interacting with people, operating objects, and actually contacting various things and phenomena in the environment. Without activities, there is no development of children. Moreover, different activities have different values in the development of young children, so the forms of activities in kindergartens must be diversified. The principle of taking games as the basic activity. Games are an important form of all-round development education for young children. Therefore, the basic characteristics of the theme activities such as initiative, independence and creativity of the game itself can be fully reflected. Therefore, we pay attention to improving the atmosphere, using toys, modern games and folk games in daily games, and constantly develop and improve them in teaching. Through games, we can cultivate children's imagination, creativity, language expression ability and initiative; As well as peer relations and the ability to deal with problems, more importantly, games can promote the harmonious and all-round development of children. Games are most in line with children's psychological characteristics, cognitive level and activity ability, and can most effectively meet the needs of children. "Kindergarten Work Regulations" also clearly pointed out: "Games are the basic activities, which are included in education and various activities." In kindergarten, there must be enough time for children to play games. Teachers should create conditions for games according to children's characteristics, practical experience and interests, and give appropriate guidance during the game to maintain children's happy mood and promote the all-round development of children's ability and personality. 3. Let the environment be the best class. The Outline points out: "Children's development depends on the environment for survival. Children communicate with the environment all the time. The environment is the resource for children's development. Only by interacting with the environment can children develop." We should effectively promote the development of children through the creation and utilization of the environment, and teachers should actively create an educational environment to maximize the grasp and utilization of educational resources contained in the environment. In the past, our requirements for the environment were sanitation, safety and convenience. The wall decorations of kindergarten activity rooms were arranged by teachers before the start of school. Whenever the new semester comes, teachers always think hard about various themes and contents to arrange the walls, hoping to give children a surprise. However, it is often the teachers' painstaking efforts that only get the children's short-term attention, and more value is reflected in decorating and beautifying the classroom and showing the teachers' artistic level. Now our requirements for the environment have been upgraded to be rich in variety, which is helpful for children to explore and facilitate children's cooperation. We can't lead our children to nature and society to feel the education every day, but we can move nature and society to kindergartens and create natural and social classrooms for children. In addition, in the decoration of the wall, we mainly arrange according to the curriculum, and the wall decoration is used to better match the theme. Every wall decoration and a column are an orderly whole. Wall decoration reflects the effect of educational activities in different fields on children, summarizes children's learning process and experience, and plays a role in strengthening, summarizing and promoting. And the columns under a certain theme also form an orderly whole, which integrates the activity area, wall decoration and curriculum, and makes the children become the masters of the environment. Secondly, the beautification of the environment can cultivate children's interest and ability to feel, appreciate and express beauty. We strive to create an environment by respecting children's aesthetic interests and satisfying their aesthetic needs. For the environmental layout of each educational theme, we not only use its rich theme content to educate children, but also strive to create an atmosphere with beautiful modeling, color, art and childlike interest to infect children. In the classroom, the combined stickers made by teachers and students let the children experience the pleasure of expressing and creating beauty, and also feel the joy of cooperation and success. 4. Creating a good learning atmosphere and mobilizing children's learning enthusiasm is a bilateral activity between teachers and children's learning. If teachers want to mobilize children to participate in learning, they must really establish a good learning atmosphere, that is, under the leading role of teachers, fully mobilize children's learning enthusiasm, give full play to children's main role, and make children truly masters of learning, so that they can do it themselves, use their brains, use their mouths and participate in activities with multiple senses. Bruner, an American psychologist, said: "The best motivation for learning is that students have intrinsic interest in the materials they have learned." A good learning atmosphere can arouse children's attention and interest in learning, so that children can get a pleasant and successful experience and maintain a positive learning attitude; On the contrary, it will make children feel tired, bored and indifferent, and over time, it will make children feel tired of learning. To really arouse the enthusiasm of children's learning, we must have a relaxed environment and a democratic and harmonious atmosphere. This requires teachers not to scold or blame children. Because, although children are young, they also have strong self-esteem. They don't like the teacher's "naked", straightforward and public disclosure of shortcomings. They want teachers to get along well with them, admit and encourage them. In this way, in various environments and forms of teaching, children are not nervous, afraid, antagonistic and depressed, but relaxed, happy and full of emotions to accept learning. Therefore, a relaxed and harmonious educational atmosphere is the premise for children to learn knowledge and develop intelligence. 5. Optimizing Classroom Teaching Language Suhomlinski's views on the art of classroom teaching language are very profound. He said: "If there is no art next to language, no matter what kind of moral admonition can cultivate good and noble feelings in the hearts of young people." He believes that the teacher's language is a tool that can't be replaced by anything and affects students' minds. It can be seen that foreign educators also attach great importance to the study of teachers' teaching language art. For preschool teachers, it is not enough to express the language accurately, clearly and regularly. Only by making the language "childlike" can we attract children. Teaching practice also shows that the classroom atmosphere is active and vivid in children's language, which is easy for children to accept. Therefore, preschool teachers should pay attention to carefully designing their own teaching terms. Children have an instinctive mentality, that is, they expect to be "caressed" by teachers. If teachers teach children in indifferent language, children will be very sensitive to it, and they will also repay you with a cold attitude, and teachers' teaching will naturally fail to achieve good results. Therefore, having a gentle expression and tone like a loving mother in teaching can effectively stimulate children's inner experience and let them acquire knowledge in a relaxed and pleasant atmosphere. Suhomlinski once pointed out: "Teachers' personality is the cornerstone of education.