Criticism And Reflection Of Children’s Play From The Perspective Of Sociology Of Knowledge

Play is not only the life of children,but also the "basic form of activity" defined in modern public preschool education.However,the modernity of education has gradually penetrated into the edges of daily educational life,and children’s play experience in the field of education has also been affected.Play alienation is no longer a distant problem,but is playing out in the daily life of kindergartens.Carding the history of the children with the play,the relationship between evolve,due to the change of social ideas and education concept of updating,the play was pointing to the heart and soul of hedonic gradually began to its education function transformation,this is bound to the educational reform of the play,children gradually lose the subject status of the play,the play form of depression,play,rigid exposed gradually.Researchers believe that children’s play are experiencing a kind of relationship level "alienation",there is a "relationship lack of relationship" between the two,so it is urgent to face the reality of this problem.The sociology of knowledge,represented by Berg and Luckman,is concerned about the construction process of "knowledge" in the reality of daily life,which is consistent with the basic activity form of play in children’s daily life.Therefore,this study chooses it as the research perspective to "disassemble" the alienation mechanism of children’s play life.It is found that as a confirmatory fact in children’s daily life,games have a dual nature,objectivity in terms of "existence",and subjective intentionality in the sense of "construction".At the same time,the institutionalized daily life of kindergarten provides the background of meaning construction for "play reality",while language helps teachers complete the specific process of meaning construction for play.Behind the discourse is the actual process of teachers’ power constantly radiating into children’s play field.Based on realistic apart,the play is being built up the image of a "double","positive" game to teachers’ leading,the development of the ninth-five planning purposes,and children to "own" the play is in daily life are endowed with the image of a "negative",point to "nonsense" and for the destruction of the regular order.The relationship between children and play tends to be alienated in essence.On the one hand,play time is strictly controlled and arranged,and the proportion of time composition of the two kinds of play is unbalanced.Most of the play for educational purposes is led by teachers,while less of the play for children,which are spontaneous and pleasure-oriented.Different types of play,on the other hand,has the different space characteristic,and led to a "upside down" on the level of material and spirit,dominated by the teachers of the play,the material space is "open","own" the children of the play,has been put in a "closed" gray areas.However,in terms of spiritual experience,teacher-led play move towards "closure",while children’s "own" play enjoy openness and pure freedom.Therefore,in order to return to the "mind" of the alienated children’s play and make children actively construct the play world,educators are required to dialectically look at the relationship between children and play.Establish children’s "mastery relationship" to the play;Carefully consider the relationship between play and education,review the "original intention" of play,and form a view of lifestyle play and lifestyle education.