Teacher Support Study On Children's Outdoor Mixed Age Self-play

The guide to learning and development of children aged 6 years old points out: "it is necessary to cherish the unique value of games and life,create a rich educational environment,arrange a day's life reasonably,support and meet the needs of young children to obtain experience through direct perception,practical operation and personal experience,and strictly forbid ‘seedling drawing to promote 'advanced education and intensive training." This fully reflects the importance of the game and the emphasis on children's autonomy.Since Anji game enters the people's vision,its novel game way,the open game atmosphere,the good game effect has received the attention of most kindergartens in China,this kind of outdoor mixed age independent game form is also deeply liked by the young children.As a supporter of early childhood games,teachers play a role in it can not be ignored.However,in the real situation,teachers' own understanding of outdoor mixed-age autonomous games is not clear,their behavior is not conscious,and they are often at the poles of "high control" and "letting go",which seriously affects teachers' support for outdoor mixed-age autonomous children's games and the experience and development of children's games.Therefore,this study attempts to take the situation of teachers supporting children's games in mixed-age outdoor autonomous games as the starting point,to explore the existing problems and analyze the reasons,and on this basis,to put forward more appropriate suggestions,so as to provide some theoretical guidance for teachers to support the practice of children's games,and to have a better game experience for children with outdoor mixed-age autonomous games.The frame structure of this paper mainly includes the following parts:Introduction: This part mainly expounds the reason of the thesis,the review of the relevant research,the research purpose,the research content,the research significance,the research method and the innovation point of the research.Chapter one: from the whole of the outdoor mixed age autonomous game and outdoor mixed age autonomous game teachers support to do a comprehensive and profound explanation,respectively defined what is outdoor mixed age autonomous game and outdoor mixed age autonomous game teachers support,for the writing of the direction.In the second chapter,Based on the actual situation of teachers' support in children'soutdoor mixed age autonomous game,combining with their own observation,investigation and case analysis,the present situation of teachers' support for children's outdoor mixed age autonomous game is presented more intuitively,mainly including four parts: first,the time arrangement of children's outdoor mixed age autonomous game;second,the space setting of children's outdoor mixed age autonomous game;third,the choice and delivery of children's outdoor mixed age autonomous game materials;fourth,the specific support and help of teachers in the process of children's outdoor mixed age autonomous game.Chapter 3: This chapter mainly based on the present situation display,analyzes the children outdoor mixed age independent game teacher support existence question and carries on the attribution analysis.The main problems of teachers' support are unreasonable time arrangement of children's outdoor mixed-age independent games,lack of scientific space creation,blind selection and delivery of materials,and inappropriate teachers' intervention and response to children's games.The reasons behind these problems are mainly from three aspects: the limitation of teachers' own knowledge,scientific and cultural knowledge,professional ability and so on,the restriction of kindergarten management level,and the difficulty of outdoor mixed games themselves.The fourth chapter: from the three dimensions to improve the outdoor mixed age independent game teachers support the strategy of specific elaboration.First of all,it is clear that the premise of teacher support is to change ideas,mainly including teachers,kindergartens and parents;secondly,to improve the basis of teacher support to provide protection,mainly including kindergarten and teachers to arrange play time,space,materials to provide environmental support for children's outdoor mixed-age independent games;finally,grasp the key of teacher support for teachers themselves,mainly including teachers through the practice of early childhood games to improve their observation,communication,reflection and other skills to improve the level of outdoor mixed-age independent games support.