A Study On Communicative In Kindergarten Role Game

Play is the nature of children.The kindergarten role play can promote the harmonious development of children’s language development level,hand-eye coordination ability,body muscle,social communication ability and so on,while the meta-communication interaction between preschool teachers and children in guiding children’s role play will directly affect the development of role play.At the same time,when children play role,what kind of meta-communication is transmitted by children of different age classes,what kind of meta-communication teachers and children to carry out meta-communication interaction and the promotion of meta-communication interaction,will have an impact on the effect of child role games.Therefore,this article through the above three aspects of the content of in-depth discussion,in order to promote teacher and child meta-communication quality of interaction.On the basis of Gregory Bateson meta-communication theory and eri corning’s role game view,this paper mainly adopts observation method,takes Q garden as the research object,around the role game theme,the type and function of meta-communication,the content and form,initiator and intervention mode,and so on,uses meta-communication observation table to observe large,medium and small class children and preschool teachers to understand the development degree of meta-communication and the characteristics of teacher-child interaction.At the same time,Barnett’s Children’s Playful Performance Scale was used to observe the children’s playful performance before and after the interaction between teachers and children’s communication elements,and to observe the playful performance in the role play.The questions and influencing factors of teacher’s meta-communication interaction are interviewed to reveal the real intention behind teacher’s meta-communication transmission and the mechanism of influencing the quality of inter-communion interaction.The results show that :(1)With the children’s age,the development direction of meta-communication is from one-class to multi-class.(2)The use frequency of implicit or non-verbal communication in the form of primary and middle-class children’s meta-communication is higher than that of explicit meta-communication,while that of large-class children is the opposite.(3)There are obvious differences in the content of meta-communication,and the development of children’s emotional expression ability,thinking ability,pro-social behavior and independent ability is positive.(4)With the increase of children’s age,teachers’ intervention in children’s role games and teacher-child communication initiated by teachers The movement is reduced.(5)After the teacher carries on the meta-communication interactive intervention,the young child’s play performance in the role game is enhanced.(6)Appropriate interaction between teachers and children in role play is beneficial to the development of children’s body,cognition,sociality and emotion.Based on this,this paper puts forward the following suggestions from the perspective of kindergarten,teachers and families: first,kindergarten should put in sufficient and high quality game materials in the corner of class role game area,and add role game class hours in education plan to ensure kindergarten role game resources.Second,teachers should aim at children of different ages,enrich the experience of meta-communication in children’s role games,and provide diversified and targeted meta-communication guidance;at the same time,create a role play environment of teacher-child symbiosis,give children enough play space and construct appropriate interaction atmosphere of teacher-child interaction,so as to improve children’s meta-communication ability.Third,parents should enrich their children’s life.Last,guide children to obtain rich role cognitive experience,in order to promote the development of children’s meta-communication ability.