A Study Of Teacher’s Guiding Behavior In Kindergarten Constructive Games

Play is one of the basic lifestyles of young children,and constructive play is an important part of children’s play.Constructive play has special significance for children’s development,and the value of constructive play can be maximized through the guidance of teachers.Therefore,teacher guidance has a great role in promoting the value of children’s constructive play.The researchers randomly selected the construction game activities organized by three large classes and six teachers of S kindergarten for observation and recording,and used observation method,interview method and case analysis method to show the basic situation of teachers’ guidance behavior in kindergarten large class construction games from eight aspects,including teacher guidance frequency,guidance behavior initiator,guidance timing,guidance content,guidance method,guidance role positioning,guidance effect,and teacher’s evaluation of children’s games.The research found that the following problems exist in the guidance behaviour of teachers in the large classroom construction games: the teacher’s identity is the main focus,ignoring the children’s autonomy;the timing of guidance is inaccurate,ignoring the children’s play experience;the routine of construction games is valued,ignoring its implicit value;the teacher’s guidance style is single,lacking effective guidance skills;the content of game evaluation is one-sided,ignoring the evaluation process and other problems.The researcher analyses the influencing factors at the teacher level and kindergarten level to address the above problems.In this regard,the researcher proposes strategies to improve the effectiveness of early childhood teachers’ constructive play instruction,mainly including respecting play activities and establishing a scientific view of play;flexibly changing teachers’ roles and clarifying a scientific view of education;mastering the key points of instruction based on children’s own characteristics;conducting in-depth observation and grasping the timing of instruction;carrying out diversified constructive activities and choosing a flexible instruction method;using constructive materials rationally to enrich children’s constructive experience;and scientifically evaluating children’s activities and valuing children’s emotional experience.