Research On The Present Situation Of Pretend Play In Kindergartens And The Conception Of It's Exploitation And Application

Play is an important task for study which takes a special position in the field of young children education. Since play is the strong means to develop preschoolers' full-scale development and overall education, young children's play, surely, should be taken as the basic activity in the kindergarten education. Pretend play is a kind of creative play and free play which preschoolers are very interested in it. However, both theoretical and practical researches are few for present study of the pretend play. Some academician takes it as symbolic play in books or articles. In recent years, foreign receachers has been stuying it both theoretically and practially, but few in our country by now, especially few special researches about pretend play in the real kindergarten education.This research make an investigation on the present situation of the pretend play in kindergarten by means of questionnaire, observation and interview on the basis of deducting the pretend play theory. The investigation includes two dimensions, which are teachers'conception and behavior to children's pretend play among different-level kindergartens in Beibei District in Chongqing and in Jinhua city in Zhejiang province. The investigation result shows that pretend play practice state is not optimistic, which mainly embodied in the huge discrepancies between teachers'ideas and their behaviors. Viewing in a longitudinal way, teachers' ideas are the following: they can't understand right the notion but highlight the value of pretend play, the percentage of their attitudes towards pretend play is high but can't acknowledge and catch on the relationship between teachers and children. Besides they can't properly understand and look on the gender differences between boys and girls during they are engaging in pretend play. Their behaviors are followed by neglecting children's interests and needs in the organization and implement of pretend play during collectivity teaching and the play is seriously controlled, which is called "teacher-centered"; either not directing pertinently or non-interfering them during non-teaching-time; pertinence is not strong during teacher and children participate in pretend play together; they can't exactly understand and treat the meaning of the childrens' pretend play and in the evaluation of the pretend play teachers conduct it mainly according to "like" or "unlike", which is patterned, as well as simplified and close; both physical and mental environment is not ideal. Moreover, there are also exist great discrepancy through comparing the conception and behavior among different kindergarten, teachers imbued with different education degree and different school age, as well as having different function.With regard to the above, the main reasons are the following. Objectively speaking, the most important factor is that teachers are affected by social-culture- background. Second is affected by evaluating orientation and standard in the political evaluation system. Viewing it from subjective factor, the reasons are come from the self-construction of kindergarten and the professional development of teacher themselves.Through questionnaire about the present situation of pretend play in Beibei and Zhejiang combined with interviewing teachers and observation, the author This article deals with teachers' ideas and behaviors from the questionnaire combined with observation and interview in many kindergartens in Beibei in Chongqing and in Jinhua in Zhejiang, and some considerations are put forward. At the same time, conceptions of exploitation and application of children's pretend play, including teachers must respect the right of pretend play, understand the theoretical value of pretend play, move the free and creative spirits to various educative and instructive activities so as to let teaching free and full of humanities, exactly recognize and treat the relationship between theme-creation and pre-setting. Teacher ought to dispose correctly the relation between curriculum and instruction. We should make pretend play a kind of "play resource", "curriculum resource" and explore and apply it widely in kindergarten. In terms of behavior factor, teachers and preschoolers create together play theme and improve teachers' agility of direction, ability to recessive guide of pretend play, to create a free, wide substance environment and society-mental environment in which preschoolers can boldly and freely develop pretend play. Teachers should improve their qualities and accomplishment through studying, introspecting, documentatiing and guiding etc. Meanwhile teachers' evaluation ability also should be improved and promote their specialty to come on by participating in it and self-introspect. Lastly, in order to promote the children development, kindergarten and family should cooperate.