| Games are the nature of young children,is a special right reserved for young children,free play activities can present the truest aspect of children’s lives,showing the independent character of each child.In July 2001,The《Guidelines for Kindergarten Education(Trial)》promulgated by the Ministry of Education proposes that "young children use games as their main activities" and requires kindergartens to "develop colorful outdoor games and sports activities." As an important part of a child’s daily life,outdoor games have the value of creating diversified growth spaces for children,providing children with opportunities to contact and explore nature,and promoting children’s physical development,adapting to nature and enhancing physical fitness while enjoying spiritual enjoyment,independently construct the inner cultural world.At the same time,Article 10 of Part Three of the《Guidance Guidelines for Kindergarten Education(Trial)》states that "Teachers should become supporters,collaborators,and guides for early childhood activities",this shows that the smooth development of children’s outdoor games requires appropriate support from teachers to improve the children’s games.However,due to various subjective and objective factors in outdoor play activities in kindergartens,the effectiveness of teacher support is easily overlooked,which directly affects children’s play ability,motor skills and social development.This article takes educational ecology,constructivism theory,curriculum gamification and development suitability game theory as the theoretical basis,based on the positioning of the role of "supporter" of early childhood teachers in the development of early childhood,Choose 1 city,main city,suburbs,districts and counties of C city(a public first-class kindergarten class with outdoor games and the total length of outdoor games per day is more than 1 hour),focusing on the four aspects of support conditions,support timing,support methods and support validity,the status of teacher support in large class outdoor games is observed and recorded,and the performance of large class children in outdoor games and the effectiveness of teacher support are analyzed.Survey results show: In outdoor games,the average scores of the five dimensions of the game performance of the three kindergartens are higher than the median,and the effectiveness of teacher support is generally at a relatively high level.Among them,The support of first-level model kindergarten teachers is high;The frequency of immediate support from teachers is inversely proportional to the effectiveness of support.At the same time,through observation and analysis,The total time of outdoor games for large class children in the three kindergartens is no less than 1 hour.Outdoor game materials are abundant in quantity and diverse in types;The outdoor game area is relatively spacious,and all are equipped with climbing area,running and jumping area,and balance area;The outdoor game environment is neat and beautiful,and the venue layout is more reasonable;There are various types of outdoor game materials,focusing on the safety of materials;Teachers agree with the support of outdoor games,and value children’s play experience.However,teachers also have the following problems in support: Single outdoor game time lacks planning;The use function of outdoor game area is fixed;The actual utilization rate of outdoor game materials is not high;The support methods of some teachers lack the appropriateness and the timing of support.Furthermore,the main factors that affect the effectiveness of teacher support are: The kindergarten’s professional guidance and management system needs to be improved;The kindergarten’s garden-based training on teacher support games is not perfect;The teachers have insufficient ability and experience in the design and implementation of outdoor games;There are differences in children’s play experience and individual development level;Some parents have the educational concept of "emphasis on knowledge,less on games".Based on this,this article mainly puts forward suggestions from the perspective of kindergarten,teachers and parents to improve the effectiveness of teacher support in outdoor games.Kindergarten level: Reasonable garden-level planning,efficient use of outdoor activity resources inside and outside the garden;Improve the routine system of outdoor activity organization and encourage teachers to actively support outdoor games;Practically strengthen the garden-based training to improve teachers’ outdoor game support level;Expand outdoor activity space and establish an outdoor game area management system;Build a platform for effective home communication and build a home education community.Teacher level: Pay attention to transforming game concept into game spirit,and improve the effectiveness of support;Ensure the total length of outdoor games,and arrange game activity time according to the actual situation;Create an open outdoor game environment and flexibly adjust the game area and functions;Distribute unstructured game materials to promote the themes and methods of children’s innovative games;Accurately grasp the timing and methods of support to enhance children’s interest in games;Cultivate children’s ability to evaluate and cooperate with outdoor games.Parent level: Establish a correct educational concept and understand the educational value of children’s outdoor games;Increase the opportunities for outdoor activities for young children and enrich their life experience;Actively learn safety knowledge and improve the ability to guide children’s outdoor game safety. |
