Characteristics Of Preschool Children’s Self-Evaluation And Teachers’ Guiding Strategies In Block Play

For children’s self-cognition and social development, the ability of children’s self-evaluation has been considered as a most dominant part. Block play, with its integration and operability, acts as a trigger for the interactions between high-level class children and materials, settings, partners as well as teachers. With the initiative of children involved in the structure of the game progresses, the development of children’s self-cognition and language expression ability improves constantly, and thus, their self- evaluation behavior subtly changes. Therefore, to understand the characteristics of children’s self-evaluation behavior in block play and teachers’ intervention and strategies is an important topic worthy of consideration and exploration.Based on the existing literature, the study involves non-participant-event sampling observation and interviews. High-level class children in Shanghai Z kindergarten are selected as the sample of the study to explore the characteristics of children’s self-evaluation in block play. By analyzing the typical performance of children’s self-evaluation, teachers’ strategies and methods can be found to improve children’ self-evaluation and obtain long-term social development.The study indicates that high- level class children mainly rely on the internal basis for self- evaluation, usual y combined with their own life experiences, interests and cognition. Besides, children with more materials and more types of participation appear to evaluate themselves through the internal basis.High-level class children mainly rely on internal attribution for self-evaluation, usual y combined with personal emotion, motivation, attitude and effort. Children participating in cooperative game tend to rely on internal structures to evaluate their own behavior and work.High-level class children are capable of evaluating themselves with different standards. They are influenced by others’ evaluation, slightly larger than the comparison of test and social comparison. Teachers impose more influence on children than their peers do.In block game, with the progress of cognition as well as social and emotional development, the language of children’s self-evaluation tends to be more detailed, clear and their behavior tends to be objective and specific.At different stages of block play, teachers should create a rich material environment for young children to create structures, provide timely and effective guidance, carry out a comprehensive intervention for sharing so as to enhance the interest and motivation of children’s self-evaluation and eventually improve the evaluation capacity of children.