Observation And Analysis Of Children's Play Behavior In Kindergarten Indoor Low Structure Material Area

Low-structure materials are of great significance to children's learning and development.They can stimulate children's autonomous inquiry and autonomous learning.However,the creation of a low-structure material area and the dropping of all kinds of low-structure materials in such a relaxed and free environment,without the limitation of expected goals and themes,can even stimulate children to fully interact with materials.The research on children's behavior in low-structure material area is the basis of teachers' observation and guidance.However,in low-structure material area,which kinds of behaviors will occur to children,how will these behaviors be embodied,and how will the behaviors of children of different genders and different ages differ.Around this series of problems,this research mainly adopts time sampling method and event sampling method to observe,record and analyze the behaviors of children of large,medium and small age classes in low-structure material area during regional game time.Finally,the research shows that: 1.Children in the low-structure material area mainly appear seven kinds of behaviors,such as structure,symbol,exploration,doing nothing,playing with no purpose,playing and conflict.2.From the point of view of the total frequency of behaviors,the most frequent is structural behavior and the least is playful behavior.3.According to the significant difference of behavior frequency and age,the symbolic behavior of small class is lower than that of middle and large class,while the aimless fiddling behavior is higher than that of middle and large class,the constructive behavior of large class is lower than that of small and medium class,and the conflict behavior is higher than that of small and medium class.4.From the significant difference of the overall gender in the frequency of behavior,boys' frolic behavior is higher than girls'.5.According to the significant difference in behavior frequency between genders of different age classes,there is no difference in small classes.The idle behavior of boys in middle classes is lower than that of girls.The exploration and idle behavior of boys in large classes are higher than that of girls.6.From the point of view of the total duration of the behavior,the most frequent is the constructive behavior,and the least is the conflicting behavior.7.According to the significant difference of behavior duration and age,the symbolic behavior of small class is lower than that of middle and large class,while the behavior of exploration and aimless fiddling is higher than that of middle and large class,the construction behavior of large class is lower than that of small and medium class,and the conflict behavior is higher than that of small and medium class.8.According to the significant difference of the overall sex of the behavior duration,boys' frolic behavior is higher than girls'.9.According to the significant gender difference of different age classes with different behavior duration,there is no difference in small classes.The male students in the middle class have higher structural behavior than the female students,while the symbolic behavior is lower than the female students.The male students in the large class have lower structural behavior than the female students,while the exploratory behavior is higher than the female students.10.The total frequency of behaviors is not necessarily related to the total duration.Based on observation and analysis,the researchers suggest: 1.Provide abundant low-structure materials to support children's autonomous games and reduce conflicts.2.Create loose and orderly activity venues to meet the needs of children's games.3.Encourage young children to learn to make plans to reduce idle and aimless manipulations.4.According to children's performance in the game,the theme of the game can be determined to improve the sustainability of children's games.5.Should be timely and appropriate intervention in the game,to promote the development of the game.6.Put in different materials according to children's age characteristics.7.Material release follows the principle of combining partial release with gradual release,and regional release with centralized release.