A Case Study On The Creation Of Material Environment In Kindergarten’s Role Area

The role area is a place for children to develop role-playing.The creation of a good physical environment in the role area can make children gain positive emotional experience and promote the development of children.Article 12 of the Convention on the Rights of the Child(1989)states that " States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child",and the principle of participation in environmental creation also requires that children be actively guided to participate in environmental creation.However,it remains to be explored whether children have unique views on the creation of material environment in the role area and whether there are differences between children and teachers.Based on the above background,this study selects G kindergarten as a case,and selects 31 large class children and 8 teachers as the research objects.In this study,the observation method was used to record the real state of the physical environment in the role area,focusing on the observation of the game situation in the role area of "Baby Fruits and Vegetables".By using the methods of children’s travel,children’s autonomous photography and children’s meeting,the material environment of the role area from the perspective of children was explored.At the same time,the process of the research uses the interview method to collect the teachers’ thoughts on the creation of the material environment in the role area.Through the comparison and analysis of the data,it is found that there is a consensus between children and teachers,that is,the theme of the role area should be connected with children’s existing experience,the theme of the role area should conform to children’s general interests,and the materials of the role area should be operable.However,from the point of view of the creation of material environment in the role area,children are accustomed to using perceptual judgment and teachers pursue rational thinking;children pay attention to micro experience and teachers tend to grasp macro effects.Children and teachers should realize vision integration and establish symbiotic relationship.Therefore,we should respect children’s unique spiritual world,balance the relationship between teachers’ guidance and children’s participation,realize the dynamic development of role area’s material environment creation and create realistic conditions for children’s participation.