Study On The Methods Of Material Input In The Area Of Outdoor Activities In The Kindergarten And Children’s Behaviors In The Games

Studies on the methods of material input in kindergarten outdoor activities as well aschildren’s behaviors in games is relatively few, especially with studies selecting materials inoutdoor activities and children’s behaviors in games as the research objectives to explore thechanges of children’s behaviors comprehensively and systematically. By means of literature,teacher nomination method, action research method and based on the situation of samples fromkindergartens, this research observes the changes of the children’s prosocial behavior, vandalismand withdrawal behavior from the perspective of material quantity, material collocations,material colors. After studying the relations between the methods of material input inkindergarten outdoor activities and children’s behavior in games, conclusions can be given asfollowings:1. Teachers select the materials basically from their usual experience. In the sample kindergarten,types and number of materials cannot reach the national standard. There is no curriculumguide on the activity materials. The materials are reused for many times. Therefore, all lead tothe children’s withdrawal behavior and the obvious increasing of competing behavior.2. When the number of hula hoops are respectively30,20,10, the behaviors among childrenhave obvious changes. When the proportion of materials and children is1:3, the highestfrequency of prosocial behavior happens. When the proportion of materials and children is2:3,frequency of child’s vandalism is the lowest. When the proportion is1:1, the highest frequencyof withdrawal behavior happens.3. Provided with materials of different subjects, children will play differently. While withdifferent games, children will have different behaviors. Only the basic materials are providedfor carrying out activities. If it is to make children get more experience in the game, someother materials should also be given, but attentions should be paid to the choice of materialsaccording to children’s physical quality, operation levels and interests.4. Prosocial behaviors of children in high grade happen to be more frequent when usingmonochromatic materials than colorful materials. The rate of prosocial behaviors inmiddle-grade children is higher than that of high-grade children. Vandalism of middle-grade children and high-grade children happen to be lower when monochrome materials are usedcompared with the use of colorful materials. No matter what kind of materials they are, thevandalism rate of high-grade children is higher than that of the middle-grade children. Thedifferences are significant. When monochrome materials or colorful materials are used,withdrawal behaviors of middle-grade children happen to be more frequent than high-gradechildren. Withdrawal behaviors of middle-grade children and high-grade children are muchmore frequent when using colorful materials than monochrome materials.