Teacher-owned Support For Behavioral Research In Kindergarten Regional Activities

In recent years,the "Kindergarten Education Guidelines" issued by the Ministry of Education put forward "play as the basic activity",always emphasizing that adults should respect the laws of children’s physical and mental development,but respect does not mean that preschool teachers have nothing to do,but teachers should support and guide the development of children.The teacher’s self-supporting behavior in this study is that teachers can control or control activities and self-success from assisting children’s activities to children’s self-success,and the purpose is to help children grow independently.As regional activities are one of the main activities of children,teachers should build a scaffold for children,uphold the concept of children’s independent development,and always respect the laws of children’s physical and mental development,and then teachers’ independent support behavior has a very important theoretical significance.According to the observation indicators of teachers’ self-supported behavior,this study formulated a scale of self-supporting behavior of kindergarten teachers suitable for regional activities,and selected 2-3 students per class in the large,middle and small classes in Park C in Hanzhong City by event sampling observation method,and a total of 8 preschool teachers were selected as the subjects of the investigation and study for detailed observation in regional activities for two months.First,from the content level,it was found that the use of teachers in listening,allowing,discussing,praising and other ways was slightly weak,and secondly,at the type level,it was found that although some teachers have intentional guidance,but the guidance content of self-supporting behavior is only superficial and formal,they like to improve children’s autonomy with the praise of "timely effect",and do not start from enriching children’s deep-level cognition,resulting in encouragement.The value of praising such autonomous supportive behaviors decreases;Second,it is found that in terms of demographic variables,there are certain difficulties in the number and type of teachers’ self-supporting behaviors,for example,the frequency of self-support behaviors of middle class teachers is low,and the innovation of independent support behaviors of novice teachers is insufficient.In addition,according to the comparison results and the existing problems in the actual situation,it is analyzed that the influencing factors of teachers’ independent support behavior are divided into three factors: teachers’ own factors,kindergarten internal and social levels,first of all,there are teachers’ professional identity,teaching qualifications and application of theory at the teacher’s own level.Secondly,within the kindergarten,it mainly refers to factors such as the rigidity of the kindergarten management system and the weak humanistic care for teachers,and the social level specifically includes factors such as insufficient social awareness of the profession of preschool teachers and improper intervention by parents.Finally,based on the above conclusions,specific guidance suggestions are put forward to optimize teachers’ self-support behaviors from the individual teachers,kindergarten environment and social levels.