A Case Study Of Practical Knowledge For Preschool Teacher Supporting And Guiding Play

Play is one of the most children's favorite activities and has important value for children's learning and development.With the deepening of play research,the preschool education field has also put forward higher requirements on the ability of teachers to support and guide play.How to achieve the comprehensive development of children through teacher's play supporting and guiding not only require the preschool teacher's concept of play,but also require the practical knowledge by means of advanced ideas being implemented into action,which eventually affects the effectiveness of education and teaching behaviors,the quality of play,and the quality of education.This study selected a teacher Z who has extensive experience in supporting and guiding children's play.Her play activity case was selected in the National Excellent Play Activity Cases announced by the Ministry of Education in 2019.Through the discussion of practical knowledge of teacher Z supporting and guiding play is of significance to the teachers who are confused in the field.This article divides the teacher's practical knowledge into six aspects based on previous studies: educational beliefs,which are specifically expressed in the understanding of preschool education,the understanding of play,and the understanding of teachers' profession;the knowledge of self,that is,teacher's understanding of personality,self-efficacy;children's knowledge,that is,teachers' knowledge of physical and mental development laws,learning characteristics,and existing experience in children's play activities;educational situational knowledge,that is,teachers' understanding of the entire play environment Awareness,the teacher's keen awareness of the children's play situation and the teaching wit shown in the children's play;strategic knowledge,that is,the refinement of the teacher's personal experience in play support and guidance;interpersonal knowledge,that is,the teacher how to perceive the relationship between teachers and young children,teachers and class teachers,teachers and parents.Secondly,it explores the factors that affect the practical knowledge generation of Teacher Z.It is divided into internal factors,including academic experience,personality characteristics,and initiative in professional development;external factors,including the influence of important others,the atmosphere of the kindergarten,and peer communication.It is concluded that the ways of generating practical knowledge of Teacher Z are: learning from children,accumulation of daily experience,reflection on educational practice,and construction of a learning community.It should be pointed out that I found learning from children is a way for Teacher Z to be different from others and contribute Teacher Z to develop practical knowledge about supporting and guiding play.Finally,this research based on Z teacher of practical knowledge for supporting and guiding play.In order to inspire the front-line preschool teachers and kindergartens.