Teacher-supported Research On Building Block Construction Games For Large Classes In Tianjin J Kindergarten

Block-building game is popular among kindergarten children,which has a positive impact on their body movement skills,spatial ability,aesthetic ability and learning qualities.Having been in the kindergarten for more than two years,senior children tend to gain a deeper understanding of block materials and develop a greater cognition and ability to build.Nevertheless,due to their immaturity,they may still encounter some difficulties that are beyond them when playing the game.This is where teachers’ support is particularly important.By carefully observing and timely supporting with proper methods and content,teachers can effectively enhance the quality of children’s game playing and the educational value of the game.Based on an extensive literature review,this research selected a first-class kindergarten,J kindergarten,in Tianjin as the subject of observation and conducted a three-month field observation in class.Referring to the nearest developmental zone theory,scaffolding teaching theory and humanistic theory as theoretical support,the research examined the current situation of teacher’s support in block-building game from three stages and corresponding dimensions:preparation support before the block-building game,process support during the block-building game and evaluation support after the block-building game.The findings showed that there did exist the following problems: firstly,the materials prepared before the game are single in variety and lack adjustment and replacement;the time schedule lacks flexibility;there are too many thematic constructions and children’s choices are limited.Secondly,teachers did not observe enough during game,and in some classes teacher’s support was not effective;some teachers did not have a strong sense of positive interaction;teacher’s support was mainly verbal,which was relatively simple;the content of teacher’s support was biased towards the block-building results,neglecting the development of learning qualities.Thirdly,the post-game evaluation was not sufficient;the evaluation content was mainly routine and skill-related,neglecting comments on quality.In response to the problems above,this research analyses the causes in depth from two aspects of both teachers and kindergartens,thus putting forward suggestions for improvement: Firstly,to develop a correct awareness of the game and improve scientific understanding.The second is to ensure that the materials and time for children are reasonable.The third is to increase teacher’s observation time and improve the quality of teacher’s observation.The fourth is to improve the effectiveness of teacher’s process support.The fifth is to attach importance to the educational value of comment sharing.The sixth is to provide teachers with opportunities for further training and development.