Children And Space: Research On The Space Experience Of Young Children In Kindergarten Life

Since the 1990s,new childhood sociology and children's geographies have gradually emerged,breaking the traditional research paradigms of psychology,pedagogy with biology and timelines.Issues,such as children's daily life space and the value of children in space,have aroused widespread concern among researchers."Children and space" has become a core topic of academic research.Space has become increasingly prominent in child and childhood research.Based on the perspective of "the relationship between children and space",this article focuses on the spatial experience of children in kindergarten life.Kindergarten,as an important living space for children during childhood,has unique significance and value in the process of children's life.In this study,qualitative research methods were to study the field of S nursery in Nanjing.The information was collected through participatory observation and Mosaic Approach in "Children's Perspective".The classic grounded theory was to assist in data analysis and theoretical construction with Nvivo 8.0 software.It conducted a grounded research on the spatial experience of children aged 3-6 years in the kindergarten life.This study takes "experience of space" and "experience in space" as the analytical framework.From psychological and behavioral dimensions,it explores and analyzes the spatial experience of children in the kindergarten,explains the value of kindergarten life and analyzes the spatial difficulties and outlets of children in kindergarten life."The experience of space" emphasizes the result of space,which is relatively static.It focuses on children's understanding and emotion of space caused by the experience of living in the kindergarten,which reflects children's thinking of space and feeling of space.Firstly,in children's awareness of space,"Big,beautiful,and good" is the spatial value perceived by children in kindergarten life;"This is important" reflects children's concern for spatial functions;"learning" and "teaching" are children's basic understanding of the roles in space.In addition,through the artistic expression of children,children show the image of the living space in the kindergarten,including the static physical composition,the pattern of the dynamic relationship and symbolic representation of figurative.Secondly,in the emotion level of children's space,identity and attachment are the main features.The sense of familiarity and belonging to space is an important expression of identity;children's love for garten space is the overall tone of attachment,showing different preferences for different spaces,and outdoor spaces and special corners in particular have a special preference for children.The process of "experience in space"emphasizing experience is relatively dynamic and focuses on children's spatial behavior.Children are active participants in the spatial experience.According to their participation and behavioral characteristics,children's spatial experience is divided into three different experience modes and they are acceptable,private and creative.Firstly,in the space limitation,the acceptance experience means that children are in the space dominated by teachers' planning,encounter certain space limitations and manipulations,and space discipline and space education are important manifestations of restrictions.Although the rule's internalization causes children to have limited conscious behavior in space,it is still under the teacher's space authority,and children's position in space is relatively passive.Children's spatial experience is mainly based on acceptance.Secondly,the private experience of children in the personal space refers to avoiding the teacher's perspective.Children have the right to possession,choice,and dominance of space.Children spontaneously and actively take possession of and defend their own fields,and maintain themselves through a variety of field behaviors such as space transfer,agreement and negotiation,and application of rules.Children's private experiences are unique to children in their personal space.Finally,Children's creative experience in spatial creation refers to children's constant generation of space through experience activities.In the process of space generation,creation and reconstruction are important ways of generation.The relationship between children and space presents a mutual,harmonious state of harmony.The free external environment and internal mental impulses are important driving forces for children to create space continuously.Through the in-depth examination and analysis of children's living experience in the kindergarten,it finds that space is valuable and meaningful in children's life and experience.Space is a silent language,silently affecting the occurrence and development of education.Firstly,space as a different type of behavior scenarios for the occurrence of educational activities to provide the situation;secondly,the location and distance are interactive important spatial elements that contribute to and affect the interactive patterns in the living space in the kindergarten;finally,space is the trigger for behavior.Hint and silence are their important characteristics.Children's situation definition,imagination space,spatial meaning and "sense of anger"silently represent the silent language of space.In addition,children face certain space difficulties in their kindergarten life.Firstly,"children's space" is missing in kindergarten life,Children do not have full rights in kindergarten living space.Children's rights of space participation have not been demonstrated.Secondly,the space experience is strictly limited by the scientific time.The life-time of children's physical and mental development is neglected.Thirdly,the discipline is the cage of children's freedom of space.Children's space experience is controlled and restricted by adults.Looking forward to children's education from the ideological level,the first thing to pay attention to the value of space is to change from a single value orientation in which space takes place as an event to a diversified value orientation in which space has rich values and meanings.Secondly,we should pay attention to the transformation of children's roles,advocating children from the marginal role in space to the central role.Thirdly,we should pay attention to the construction of relations in space,from the dual subject space conflict to multi-subject space dialogue.At last,to achieve children and adults living together,focusing on the body and the total presence of life is present,safeguarding the root of children's education.