A Study On Children’s Help-seeking Behavior In Regional Activities In Large Classes

Children’s help-seeking behavior reflects the extent of children’s effective interaction.The help-seeking behavior not only satisfies children’s interpersonal communication and demonstrates the ability of children to communicate with the surrounding environment,but also acquires the knowledge and skills they need in the process of communication.As one of the most important forms of education for kindergarten curriculum implementation,regional activities can give children the opportunity to learn actively and explore freely,and meet their own learning needs.The "Guide" indicates that children’s sociality develops in daily life and games.The goal is to make children willing to interact with others and get along well with their peers.As an important place for children to acquire knowledge and skills,regional activities in kindergartens have unique educational value for children’s social development.In the practice of education and teaching,teachers pay more and more attention to the development of regional activities.Regional activities are not completed by individual children.On the one hand,they cannot do without the teacher’s scientific organization and leadership.On the other hand,they also need the help and guidance of their peers.More social interactions enable children to gain knowledge,experience and skills while also improving their interpersonal and social communication abilities.Therefore,exploring children’s help-seeking behaviors around large-class regional activities has unique value.In this study,a large class Dodo class was selected as the research object in a kindergarten in Dali State,with 34 children in total,and 2 teachers from the class were selected for interviews,and they were observed for three months.Researchers go deep into children’s regional activities,observe children’s help-seeking behavior,reflect the characteristics of children’s help-seeking,and explore its reasons.The research results show that the puzzle area is the area where children are most likely to ask for help;lack of skills and unknown things are the main reasons leading to help-seeking behavior in regional activities;in regional activities,children often ask teachers for help;language help It is the main way to ask for help in regional activities,among which verbal help includes declarative,interrogative,and shouting;nonverbal help includes eye expressions,actions,and crying.The response of the help-seeking object includes the response of the teacher and the response of the peer,and the response method of the teacher is mainly informative.The response of peers is mainly demonstrative;the success of children seeking help is mostly success,which reflects the ability of children to solve problems;the feedback behavior of children as help seekers mainly includes three types of calm,positive and negative types,with the calm type being the main type.Based on the above research results,the reasons for the differences in children’s help-seeking area,help-seeking objects,help-seeking methods,and help-seeking content are analyzed.Finally,the research conclusions and suggestions are made,mainly from the kindergarten area and teachers.The kindergarten should reasonably create a "prepared" area,guide children to abide by the activity rules,standardize help-seeking behavior,and kindergarten teachers provide timely feedback and support for children’s help-seeking behavior.Teachers provide correct guidance for help-seeking events,make use of regional activities,and encourage peers to seek help.