Research On The Design Of Preschool Parent-Child Story Education Games Based On Cognitive Psychology

At present,with the opening up of the two-child policy in China,the market prospect of enlightening education products and parent-child interaction products for preschool children is very good,and story education products are one of the more popular categories.Storytelling products such as books,cartoons,toys and games are very popular in the market,and games are one of the favorite ways of education for preschool children.However,most of the existing story education games are in the form of virtual games,and many parents also restrict preschoolers from playing virtual games.In real life,there is a lack of physical story education game products,parents mostly use pure storytelling to educate preschool children,the form is more traditional,lack of sense of participation.Most parents judge the effect of story education by observing the words and deeds of preschool children,and the way is more passive.The needs of both parents and children have not been well met.Based on the theory of cognitive psychology,this paper first studies the theory of cognitive psychology and Piaget’s psychological views on children,then studies the storytelling thinking of preschool children,and then conducts user interviews and questionnaires to explore the way preschoolers recognize new things and the role of parents in them.Then,through the method of comparison and case analysis,this paper analyzes the forms of story education game products and the common types of parent-child games,and obtains the design methods and principles of the combination of preschool children’s story education products and realistic parent-child play activities.Then use theory to guide practice,combine virtual and physical products to design,and carry out preschool children’s story education and parent-child games in the form of APP,plot animation,jigsaw puzzles and physical treasure chest.The use of the whole product is carried out in the way of parent-child games,which enhances the sense of novelty and substitution of story education,so that preschool children are no longer passive story receivers.It is the explorer of the story that increases his sense of participation.At the same time,consider the needs of parents,let parents play the story picker and preschool children to explore the story of the companion and guide.Finally,through the design evaluation to observe the performance of parents and children in the story education game,and test the actual application effect of this design practice,find out the advantages and disadvantages,and put forward the direction of improving the design.Through observation,it is found that preschool children have the ability to recognize stories and participate in games.Children aged 3 and 4 have been able to recognize animated characters and associate little monkeys with bananas,but their attention and hands-on skills are poor.Parents need more guidance to better complete parent-child story education games.On the other hand,5-year-old and 6-year-old children have strong logical thinking and hands-on ability,and sometimes perform better than their parents in cognitive stories and hands-on puzzles.