Constructed Children's Game

Play is a familiar concept in the field of preschool education.Play is equipped with a wide range of meanings and values.“Play promotes children's development”,a grand discourse that people often take it for granted,as a basic assumption,guides play's developmental research in the realm of preschool education.Where does this natural prerequisite come from? How can those meanings that are based on that presupposition be generated socially and historically? Of this study,post-modernism and post-structuralism are as epistemology,Archaeology of knowledge and theory of discourse construction are as methodology and discourse analysis is as analytical approach.Postmodernism does not focus on the objectivity of knowledge and the knowability of truth,and rejects all meta-narrative and grand discourse.The purpose of this study is not to discover any truth about children's play,but to critically explore the related issues of children's play through a new epistemology and research paradigm.It is emphasized that everything is not necessarily dualistic opposition,but also pluralistic coexistence.The author does not oppose the epistemology and methodology of modernism.The purpose of this study is just to provide a new way of looking at children's play.The methodology used in this study,Archaeology of knowledge and discourse constructivism are not based on the basic premise of historical continuity.Through the discourse Archaeology of children's play,the author focuses on the contradictions and breaks in the generation of children's play discourse.In the 18 th century,Rousseau abandoned the traditional concept of original sin of children and original sin of play,and opened a new chapter of children's play discourse.Rousseau looked at children from the perspective of time series and progressive development,and divided people into different ages.Kant's inspiration by Rousseau opened up the question of what human is.As the subject of knowledge,“human being” was born,and “children”came into being with the birth of "human beings" and the rudiment of "development" came into being.Evolutionism in the 19 th century provided a biological explanation for human knowledge.Lamarck's theory of advance and abolition made people begin to think about whether play behavior in animals has certain significance and value up to now.Darwin's view of natural selection and survival of the fittest provides a biological utility explanation for children's play behavior.At the beginning of the 20 th century,the psychoanalytic school represented by Freud emphasized the therapeutic function of plays,which entered the world of problem children as a kind of therapy.In the mid-20 th century,Piaget,the representative of the constructivist school,established Children's Play Development Theory to reveal the law of children's play development.At this time,the play has become a management tool to focus on normal and abnormal children,children's problem has gradually become a social problem.Since the Enlightenment,science has the greatest right to interpret the knowledge of people and children.As children enter the public sphere of society and become the object of concern,science and social policy gradually intervene in the field of children.The systematization and regularity of science gradually produces classified and standardized children.At the same time,gradually refined scientific knowledge is applied to children,and children are gradually differentiated and problematized.At this point,the law of play development has become one of the benchmarks to measure normal/abnormal children.The play of development and Naturalization becomes the basic premise of the construction of play discourse for future generations.A series of given meanings about plays are constructed by different social and historical conditions.For example,creativity and autonomy,which are not related to each other,form one of the value of play development through "development" and "naturalization".These characteristics are human's imagination of the future society.When these imaginations give the value of development and the essence of nature,they stimulate the construction of human's ideal for the future.When these characteristics enter the field of education,they become the ideal blueprint for the construction of "future children".Science externalizes,objectifies and realizes a series of ideals,which makes plays inspire children's creativity and foster children's autonomy in plays,and thus becomes the real value of educational practice.Under the operation of scientific refinement,standardization and classification,rules are omnipresent.They have penetrated into children's ego.Children gradually become an objectified subject in the play.