Study On The Enviromental Creation And Teachers' Involvement In Role Play Area Of 4-5 Years Old Children In Kindergarten

Although researches on the theory of children's games has been getting deeper and deeper in recent years,there are still many problems in education practice.The intervention of teachers in Role play is an important part of education practice in kindergarten.The placement of relevant materials in the role area,the creation of environment and the guidance of teachers affect the quality of the role play in kindergarten.Therefore,This research was going to take a middle class in a kindergarten to do a very detailed analysis of the environment and the teacher's involvement in the role play area.Based on previous researches and the observation of the creation and intervention of the environment in the role play area of a middle class,this research tried to examine and propose optimization strategie by using the methods of documentation,nonparticipatory observation,interview and case analysis to know the environment creation in role area and the teacher's intervention time,the intervention mode and the intervention from the aspects of space layout,material delivery and psychological environment.Research finding:In terms of environmental creation,the space layout in this class was more reasonable,the boundary was clear,it provided the containers,which were too large and were put outdoor;the material in this class was basically in line with the requirements,which satisfied the changing needs of the theme,and were complete and abundant,and the sources of the materials were multiple channels,but mainly in high-structure materials,and the lack of material hierarchy;in terms of the creation of the psychological environment,it was generally more qualified,the role play area of this class reflected that the relations between the teacher and the child were harmonious and of a corresponding psychological climate,but which lacked the hint of rule consciousness.In terms of teacher intervention,teachers often chose to intervene when the children were simply playing with their materials,when they were unable to resolve their own contradictions,When a child invites a teacher to play a role in a game,when the roles did not match,when emergencies occured,and when the game discipline and rules were emphasized,the teacher's choice of the timing of the intervention was less focused on the game itself;teachers mainly used cross-intervention and vertical intervention,and they rarely used parallel intervention,But overall,the effect of teacher intervention was good,the teacher' s intervention promoted the social interaction among children,enhanced the role consciousness,promoted the children to establish the rules consciousness and responded actively and helped the children.This research believed that the environment creation and teacher intervention in the role area of this class were mostly positive,but there still existed room for improvement.