Study On Childrens’ Non-Participation Behavior In Kindergarten Rhythmic Activities

Only by participating in rhythmic activities can kindergarten children be able to experience the joy of music and the thrill of music with motor performance, which promotes children’s development physically and mentally. However, by researching Kindergarten A, the author find that kindergarten children are in a worrying educational situation as to the involvement of kindergarten children in rhythmic activities. Problems include: a large number of children are in long-time non-participation; and kindergarten children have not been the focus of rhythmic activities. Based on reality, this study researches deep into the non-rhythmic activity observed in the children’s participation in rhythmic activities in Kindergarten A. It analyzes the status of children’s non-participation relating to rhythmic activity in Kindergarten A, discusses its characteristics and causes, and gives advices to improve children’s participation in rhythmic activities from teachers’ perspectives.This study uses observation and interviews, and can be further divided into the following four parts:Part I: The study first describes the origin of this research, and then outlines the theoretical and practical significance of this study. On this basis, the study combines relevant research, defines the core concepts and briefly points out the research methods and processes of this study.Part II: The author analyses the non-participation in rhythmic activity of children in Kindergarten A, organizes collected data and statistics, and then analyzes it in terms of number, time, manner and teachers’ emotional attitude toward it.Part III: The author discusses the characteristics and causes of kindergarten children’s non-participation. As for its features, the author found this behavior is in a large quantity, long time, and diverse methods. Teachers’ tend to have a negative or neutral attitude toward kindergarten children’s non-participation. The author researches the causes for kindergarten children’s non-participation from 3 perspectives: the teachers, the children themselves and the environment of activity rooms. Finally, from teachers’ perspective, the author suggest that teachers should improve themselves, pay attention to characteristics of kindergarten children and build a good environment for activity rooms, so as to reduce the number of non-participation in rhythmic activities.Part IV: Conclusions have been drawn based on research of the real situation of Kindergarten A. Followed by the author’s reflection on this study.