Observational Study Of Taipan Children Plastic Splice Game

As an important aspect of the constructive play, plastic splice blocks are not only loveddeeply by children, but also good for children’s development, it is important value forchildren’s body, cognitive, aesthetic and the social development. The main objective of thisstudy is to explore the different levels of developmental stages from two dimensions--"constructive ability" and "representational capacity"--by observing the process of the paly,and to summarize the characteristics and to analyze the reasons about that.The author observed the process of the play and the behavior of children in top class, bymeans of Observation Method, analyzed and summarized the works through Product AnalysisMethod in a top class of kindergarten in Baoding. From different space dimensions andstructural connections, the development of "constructive ability" in plastic splice game couldbe divided into eight different levels, which are placing at random phase, one-dimensionalextension or vertical base high phase, two-dimensional tile or linear extension phase,Two-dimensional circumference and combination phase, three-dimensional linear extensionphase, three-dimensional circumference and combination phase, three-dimensional surroundphase. From different integrity of works content, the development of "the ability ofrepresentation" in plastic splice game could be divided into four different levels, which areincomplete form, complete form, combinations form and themes form. Above all, thecharacteristics of the game are the unity of phased and continuity, the unity of repeatabilityand innovation and the structure and content of the works are complementing and promotingeach other, that is because one of children’s psychological development characteristics is thatthe unity of phased and continuity; one of children’s learning characteristics is repetitiveexercises, children’s learning style is observational learning, and the interaction betweenbehavior and consciousness.The researchers suggested that the educators should provide the children with necessaryconditions for the game, such as materials, time, and so on. According to the differentdevelopmental stages of the game, the educators also should provide the children withnecessary guidance for children, such as the simulate structures or questions of differentcomplexity, guide the children’s observation according to organized rules, and rich children’slife experience in the same time.