The Teaching Value Of Playgroups

In recent years, the relationship between play and teaching has been a hot debate and a focus question in the early childhood education theoretical circles. Some people think play is opposite to teaching, while others consider teaching includes play, and also some people think play and teaching are different, but the two can be integrated to achieve interoperability. Based on the past views, this article offers my own unique view about their relationship, mainly focusing on an analysis of the values of play, especially children's play to the kindergarten teaching in order to maximize the teaching values of the play, better promote the development of kindergarten teaching practice and achieve children's development at pleasure.Under the domain of Western culture, with the history developing, the definition and extension of play have been constantly expanded. It has not been only an activity, but also a spirit, a play spirit. The play under the domain of China's traditional culture is a kind of individual freedom opposed to rules, systems and ceremonies, is a state of extreme detachment and freedom. In this paper, the "Play" refers specifically to "Children's Play", it can be seen firstly as a kind of special activity, and secondly an experiencable play spirit. "Kindergarten Teaching" is a process that the kindergarten teachers purposely and organizedly impart the teaching contents outline with life characters, intergrity or direct experience through specific teaching in accordance with specific objectives. This shows, play and teaching are different activities in nature. They are separate and distinct. But as there are inherent similarities between teaching and play spirit, kindergarten teaching should be existed as the way of play.Plays have the functions of pleasure and development for children, but people in the past or the current world over-values the development function of development, ignorant of the natural and primitive function of pleasure. From a long-term, open, complete perspective, development and pleasure should be a dialectical unity. Based on the two functions, the values of plays on teaching are mainly reflected in two aspects. First, the values of means, play is the way of teaching, "Teaching Play" is the typical expressions. Play as a means of kindergarten teaching is in line with the characteristics of children's study. It will improve the efficiency of kindergarten teaching activities and it is conducive to individual teaching for early childhood teachers. Second, the spiritual values, play is the soul of teaching, reflected in the unity of freedom and restrictions, fantasy and reality staggered, subject and object identical, the essence of kindergarten teaching is an open and creative spirit, the highest state of kindergarten teaching is non-viewers in the eye, non-purpose in the heart. Putting the play as a spirit embodied in the kindergarten teaching reflects humanistic care on early childhood and kindergarten teachers. It can help to achieve teaching better and more effectively and make the traditional kindergarten teaching burst out of passion and vitality.In order to better play the value of plays on kindergarten teaching, the author tries to suggest two main paths. The first path is achieving the integration of play and teaching activities, including promoting the interoperability of play and teaching and infiltrating teaching factors in plays-on-demand. The second path is giving kindergarten teaching play spirit. It requires setting teaching goals according to play spirit, the implementation of teaching process playing play spirit and teaching evaluations drawing lessons from play spirit. I hope these two paths can be helpful to the practice of kindergarten.