Research On Early Childhood Participation And Teacher Guidance Behavior In Large-scale Regional Activities

Regional activities have become a relatively important form of teaching activity in kindergartens because of their characteristics of materials,rich content and suitability,and flexibility.Kindergarten regional activities have outstanding educational value for the all-round development of young children.Due to a number of factors,there are many problems in the actual implementation of regional activities in kindergartens,and the educational value of regional activities has not been maximized.Therefore,in this study,young children and teachers were used as observation objects.Observations and interviews were used to conduct empirical research on the status of children's participation in regional activities and teachers' guidance behavior.The study finds that young children participate in regional activities: young children have the desire to participate in regional activities on their own,and they have a degree of autonomy when selecting regional activities.When young children use materials,low-structure materials can give young children more room to play.Good interaction with peers in areas with strong game performance;teacher's guidance on kindergarten area activities: teachers can have correct understanding of environmental creation and material placement,pay attention to the activity of the activity area,and invest in different regions.Focus on energy.Based on the results of observational studies,the major problems in the analysis of large-scale regional activities are: In the process of children's participation in regional activities,teachers have excessive control and interference in children's free choice;high-level activity materials in regional activities are the creative play activities for young children.There are many restrictions;due to the influence of materials and teachers,learning activities are not enough.In terms of teacher-directed behavior,teachers have a certain understanding of the creation of regional activity environment and material delivery,but lack of action.Although the general regional settings of the class are complete,the spatial layout is not suitable;the regional characteristics of the activity materials are not obvious and they fail to pay attention.Children's needs;teachers focus on maintaining the activities of children'sactivities in the regional order,the lack of attention to the child's activities and activities and feelings,guidance behavior is not flexible enough.Aiming at the problems existing in teachers' guidance behavior,the author puts forward corresponding suggestions: In terms of environmental creation and material placement,teachers should actively create a distinctive regional activity environment to satisfy children's desire to explore;pay attention to the social development of children and provide conditions for children's cooperative games;In combination with the regional features,playful game materials are placed for young children.In terms of the interaction between teachers and young children,teachers should fully respect the subjectivity of children and give them freedom of play;grasp the educational value of regional activities and the multiple identities of educators,and use guidance strategies flexibly;and enhance the interest of activities in learning areas.Have effective interaction with young children.