Study On Cooperative Behavior Of Senior Class Children In Constructing Games

Construction game is a kind of creative game,referring to the children through the construction of materials,such as: building blocks,plastic,waste materials,give full play to their imagination,in order to reflect the real life of the game.Cooperative behavior refers to an activity in which children can cooperate and help each other in daily activities and games to achieve goals together.The early school period is a period of play,and children’s social development is achieved through games.As Piaget believed,the communication behavior occurring continuously in games is a kind of social behavior,and when children carry out such social behavior,their communication ability can be significantly improved.Children’s age and social communication ability and social experience will increase in direct proportion,and the social characteristics of children in the construction game will be more obvious,and they will carry out clear cooperative division of labor on the construction task in order to complete the common construction work,so as to achieve the common goal.For older children,they will also divide the labor according to each person’s characteristics and abilities,and constantly optimize and adjust during the game.In the study,it is found that children’s cooperative behavior still has problems when they are in senior class.Only a small number of children with strong social ability and practical ability can reach the stage of high-level cooperation.More children show passive cooperation intention,fixed cooperation objects,low cooperation level and improper cooperation methods.Therefore,this study is committed to analyzing the problems and causes of cooperative behavior among children,and looking for countermeasures to enhance children’s enthusiasm to cooperate with peers in games,so as to develop children’s social communication ability.This study mainly adopts observation method and interview method.235 children in a kindergarten class in Nanning City are selected as the research objects to make game observation records and record the construction games in the kindergarten for three months.In addition to the field observation and research,open interviews were also conducted with large class teachers and children.A total of 10 large class teachers were interviewed,of which 6were the main class teachers,4 were the assigned class teachers,and 1principal and 1 deputy principal were interviewed.In order to better understand the behavior of children in the game,the author randomly interviewed 10 children in the game and thought about their answers.Aiming at the cooperative behavior of children in large classes,this paper explores the cooperative behavior of children in large classes from four perspectives,such as cooperation intention,cooperation object,cooperation level and cooperation strategy,and finds the following four problems in the cooperative behavior of children in large classes in the construction of games: cooperation intention tends to be passive;Cooperation object immobilization;High level cooperation is difficult to achieve;The cooperation strategy uses a single.Through analysis,it is found that the main factors affecting their cooperative behavior are as follows: from the perspective of individual children,they have low cooperative cognition level,lack of communication skills,poor language expression ability,and some of them are introverted;From the environmental point of view,the construction of the game material is insufficient,the construction of the game site is small and the construction of the game time is short;From the perspective of preschool teachers,the game concept of teachers is incorrect,the intervention and guidance of teachers are inappropriate,and the evaluation of teachers is simple.Based on the conclusions,the following suggestions are put forward: First,improve children’s cooperation ability: organize collective activities to stimulate children’s cooperation cognition;Cultivate empathy ability and develop children’s communication skills;Create language environment to improve children’s expression ability;Guide children to participate,improve children’s introverted character.Second,create a suitable game environment: put rich construction materials;Provide a wide playing area;Ensure adequate play time.Third,improve the level of teachers’ guidance: establish a "child-centered" view of play;Timely intervention,targeted guidance;The combination of multiple evaluation methods.