A Case Study Of Teaching Intervention And Guidance In The Area Games Of Top Group Of Kindergarten

The "kindergarten work procedures"(2016) stressed that early childhood education should be "with game as the basic form of activity",indicating that kindergarten will not only give rights of game to children,but also make the game as the basic form of educational purposes.Area games, also known as area activities, make children's own games as the main form of expression, is being widely applied and researched.Area activities as important carrier of that kindergarten realize game education, has become a kind of regular education form and has been effectively carried out in our country.This is an important manifestation of the development of preschool education in our country.With the development of area activities and the deepening of the study of area activities, some problems have been gradually emerged.In recent years,kindergarten education practice shows that the teaching intervention and guidance in the area activities, significantly affect the game effect of the children in the area activities.However, there are few researches on the involvement of teachers in area activities , so that in the actual kindergarten education, the teachers are mostly in the stage of perceptual knowledge,and lack of corresponding theoretical research reference,failed to form the systematic knowledge of behavior guidance, so that the quality of education of area activities in the practical application is not easy to be guaranteed.In this study, the observation and interview method were used to study the intervention of three experienced teachers (more than ten years old) in the area game of three top groups in a public kindergarten in Wenzhou.This paper analyzes the teaching intervention and guidance in five dimensions,which are the initiators of the intervention, the identity of the teacher involved, the intervention subject, the intervention mode,the intervention result, to analyse quantitative the process of intervention and guidance event, then, with the interview, its current situation and existing problems can be describes objectively.The results of the study found that the most subject of the intervention which involved the teacher in the area activities are the control of conventional order and the emphasis on the game rules.In the process of intervention, teachers use the most language form is the instructional language;teachers often choose to guide children's behavior by instructions and help;and teachers in the area games adopt mostly positive and peaceful emotion.In the result of intervention, the teacher often leave the game site immediately after single intervention.The children are likely to adopt the instruction of teacher, but often continue his previous game or start the game after interrupted after completing the teacher's request.The study will give corresponding recommendations on the stages before the intervention , in the intervention and after the intervention, including the teachers should be fully observe the children before the intervention, adjust self-sole at the right moment, flexibly adopt the appropriate chance and ways in the intervention, pay attention to the performance of children in the game and reflect constantly how to improve the ability to guide.