Teacher Support Of Outdoor Independent Game In Large Class Of Qujing X Kindergarten

As a part of kindergarten games,outdoor independent games are an important manifestation of the autonomy of children’s games and interpret the true meaning of kindergarten games.The "Kindergarten Work Regulations" proposes: "Children should be encouraged and supported to independently choose game content,game materials and partners according to their own interests,needs and experience levels.Teachers should guide the games according to children’s age characteristics." This fully affirms outdoor independent games and the value of teacher science to support early childhood play.Outdoor independent games can give full play to the initiative of children’s games and promote the development of children’s problem-solving ability and other aspects.The scientific support of teachers is the cornerstone to ensure the development of games and improve the quality of games.However,in kindergartens,the development of outdoor independent games is frequently frustrated.Teachers’ support for games is often at the extremes of "high control" and "let go".On the basis of consulting relevant literature and materials,this study selects X Kindergarten in Qujing City as the research object.With the support of constructivism theory and self-determination theory,combined with field observations,teacher support for outdoor independent games is divided into material support and emotional support,experience support and evaluation support four dimensions.Using observation and interview methods,a total of 12 teachers and 160 children in 4 large classes of X Kindergarten were studied.Secondly,this study analyzes the current situation,features and existing problems of teachers’ support for outdoor independent games in X Kindergarten from four aspects: material support,emotional support,experience support and evaluation support provided by teachers.The problems that exist include: insufficient amount of game materials,lack of layering and richness in the delivery,limited time and space for outdoor independent games,which cannot meet the needs of children’s games;there are negative emotional support and "high-control" game atmosphere in the game;The experience support is not comprehensive,and the choice of support timing is not suitable;the main body status of children is ignored in the evaluation,and the evaluation content is not comprehensive.Finally,this study analyzes the reasons from the three levels of teachers,children,and kindergartens,and accordingly puts forward some suggestions to improve the support level of teachers for outdoor independent games: provide a prepared material environment for children’s outdoor independent games;change educational concepts,and promote outdoor activities in kindergartens.The development of independent games;improve the level of teacher support,and promote teachers to scientifically support children’s outdoor independent games.By putting forward suggestions to improve teachers’ support,it is expected to promote teachers’ support for outdoor independent games,improve the quality of games,and promote children’s development.