Research On Teacher Support Strategies For Constructing Games To Promote The Development Of Creativity In Kindergarten Children

With the rapid development of information technology,children’s creative ability is conducive to improving their personal core competitiveness.In constructing games,children’s observation,imagination and creativity are developed by combining materials and splicing at will.Due to the limitations of age and cognitive development,the development of creativity of large-class children in constructing games is insufficient.Therefore,teachers’ effective support strategies are of great significance to the development of children’s creativity.Based on the 《Analysis of Children’s Creative Thinking Framework(ACCT)》,this study observed the behavior of large-class children’s creativity,and used the Torrance Creative Scale-Picture Scroll Thinking Test(TTCT)as a tool to measure the development level of children’s creativity.It uses the methods of literature,observation,interview,case study and mosaic to study the supporting strategies of a kindergarten teacher in Wenshan Prefecture,Yunnan Province for the development of children’s creativity in constructing games.The content is divided into four parts: first,the influence of teacher support strategies on children’s creativity in large class construction games.Teachers’ support strategies and children’s creativity level were evaluated before and after,which verified that teachers’ support strategies are conducive to improving children’s creativity level.Secondly,there are issues with teacher support strategies.Before constructing games,teachers neglected the development value,material placement,and game time of constructing games for creativity.In the construction game,teachers lack guidance skills,there is an imbalance between language and nonverbal support,and the timing of intervention is too early.The problem of random post game evaluation,emphasis on construction skills,and single evaluation methods.Thirdly,factors that affect teachers’ support for children’s creative development strategies in constructive games.Namely: individual differences in young children,teacher guidance,and kindergarten management.Fourthly,the improvement of teacher support strategies.Establish a scientific concept of construction activities before constructing games,provide rich and diverse low structure materials,and ensure sufficient construction time.In the construction game,provide construction themes that are close to children’s life experiences,encourage language support,and provide timely support.Construct support strategies for diversified post game evaluation subjects,emphasizing the development of children’s creative thinking in evaluation content,and diversified evaluation methods.