A Study On The Performance And Educational Promotion Of Meta-Communication Ability In 3～6 Year-old Children’s Autonomous Games

The essential attribute of the game is pleasure.Pleasant play requires children ’s metacommunity to achieve.As a specific game state,autonomous games refer to children ’s voluntary selection of materials,content,companions,and rules in the kindergarten.It also requires children’s meta-community;children in this free and relaxed environment are more prone to meta-communicative behavior.At the same time,meta-community promotes the development of game plots,and children’s meta-communicative ability is also improved during the game.That is to say,the development of games requires children’s meta-communications.The autonomous games contain rich meta-communications.Children’s meta-communicative abilities are developed in the game.There is an inseparable connection between the two.Therefore,meta-communications are placed in autonomous games Conduct this study.This research mainly uses natural observation method and case analysis method to enter kindergartens to collect first-hand data,collates 126 observation tables and some data such as photos and videos of children in autonomous games,and uses qualitative analysis software Nvivo 11 to encode and analyze the original data.It focuses on the meta-communication behavior of children aged 3-6 in autonomous games,describes its performance and characteristics,finds out the problems existing in the development of meta-communication ability,and then puts forward corresponding educational suggestions.The findings are as follows: 1.Children of different ages have their own characteristics in meta-communication: 3～4 children mainly express implicit meta-communication,which is imitative and figurative;The explicit and implicit meta-communication expressions of 4～5 year old children are almost the same,and have adjustability and continuity.Children between 5 and 6 years old are mainly expressed in clear meta-communication,and are creative and cooperative.Second,meta-communication between different objects has its own characteristics: among young children,girls use explicit meta-communication mainly based on language,while boys use implicit meta-communication mainly based on materials.meta-communication between familiar peers is secretive and flexible,while meta-communication between unfamiliar peers is controlled and complicated.Meta-communication between teachers and children is characterized by equality,control and suddenness.Through the analysis of children’s meta-communication cases,it is found that the following problems exist in children’s meta-communication development in autonomous games: weak metacommunication ability leads to conflict behavior,improper intervention by teachers will break children’s meta-communication situation,the conditions of autonomous games limit the occurrence of meta-communication behavior,and adults misunderstand children’s metacommunication and lead to wrong evaluation.Based on the analysis of the meta-communication development of children aged 3-6 in autonomous games,the researchers put forward suggestions to promote the development of children’s meta-communication ability from the following four aspects: using game materials to improve the cooperation of children’s meta-communication,teachers observing and adjusting the strategies of intervention games in a planned way,actively improving the conditions of children’s autonomous games,and carrying out parent activities to improve parents’ understanding of children’s meta-communication,so as to provide reference for the development of children’s meta-communication ability.