In conventional child research, adult viewpoints often dominate, and children are frequently “objectified,” serving merely as “subjects for study” ^[1]. Since the 1980s, scholars have increasingly considered children’s issues from a child-centered standpoint, leading to the emergence of the concept known as the “child perspective.” This approach holds significant research value. Incorporating the child perspective into the professional growth of kindergarten teachers might help address existing challenges in teacher development and reinvigorate their professional progress ^[2]. The author employs interview and observation techniques to examine the current state of material environment creation in Y kindergarten from the child’s point of view. The findings reveal a tendency toward teacher-centeredness, underutilization of available resources, and insufficient educational capabilities among teachers. In response to these observations and challenges, the author recommends enhancing the development of exploratory and challenging outdoor environments, emphasizing the cultivation of shared and communal values in indoor public spaces, and fostering a more autonomous classroom environment that encourages full participation from children.