A Study On Children 's Autonomous Learning Behavior In Music Regional Activities

Music area activity in kindergarten is given more and more attention to early childhood teachers and researchers. But few of the existing studies are about music area, which are not enough for teachers and researchers. This study follows the principle of convenient sample and takes the D kindergarten for an example, analyzing five music area activities through observation method and interviewing method, revealing the type, distribution and characteristics of children’s self-learning behavior in the music area. Meanwhile, it offers further interpretation and analysis for children’s self-learning behavior, giving educational guidance to teachers and help them to find new effective way to develop music area activities.The study finds that though it is possible for children to do self-learning in the music area, in most cases, they can’t completely spontaneously initiate and complete such behavior. That is to say, children need the help of their peers and teachers to finish their self-learning. Therefore, this study divides children’s self-learning behavior into three categories according to different supporters:self-learning behavior supported by teachers, self-learning behavior supported by peers, self-initiated self-learning behavior. Meanwhile, children’s active process in the music area can be divided into three phases:reappearing the experience in the congregate activity, enriching and exploring, subsiding interest. However, these self-learning behavior also has common characteristics:the aims and manifestations are diverse. They are all under the influence of the material put in by the teachers. They are all behavior about monitoring, regulating children’s own behavior and that of others.The study also finds that under the influence of achievement motive, children hope the activity to be more successful, richer and more interesting. Therefore, through the interaction with the environment, the children continue to generate demands for the different levels of rules, performance, materials and other aspects. These requirements stir up the motivation of children’s self-learning behavior. Children’s self-learning behavior has contributed to meet these needs. After meeting the low-level needs, children will generate new, higher level of needs about rules, performances, materials and so on. In this cycle, the music area activity shows spiraling levels.According to the analysis of current situation and the motivation of the children’s self-learning behavior, researcher offers some recommendations to the teachers:teachers should hold the view that they are equal with every child and they should respect every child. Teachers are the observers, supporters, collaborators of children, who can guide children through setting rules, materials, environment in the music area. Then we can protect children’s motivation as well as promote the smooth development of the music area.