The role of kindergarten teachers in children’s games

In the teacher recruitment examination, games can be said to be a very important test point. They are mainly examined in the form of single-choice, multiple-choice, judgment, and material analysis questions, which require students to focus on. Games play an important role in the overall development of children and are their main activities. In the process of children's games, teachers' reasonable guidance to children is an important basis for ensuring the development and educational effect of game activities.

For many years, many teachers have been accustomed to molding and demanding children according to the blueprints designed by adults, which has suppressed children's innocent and beautiful nature, unable to fully develop, and not getting the happiness they deserve in childhood. As a result, their huge potential was strangled in the cradle. For preschool children, games are their main activity. Preschool children grow up in games, and the preschool period is a period of play. Depriving preschool children of game activities will suffocate their childhood and will cause abnormalities in their development.

As a teacher, you should respect each child's exploration, pay attention to each child's development, respect and understand each child's choice, actively support and encourage children to participate in game activities, give up the idea of ??authority, and discover children every day New exploration, children's spontaneously generated skills and ideas, by providing children with free play time and space, and providing different game materials, allow children to become explorers, discoverers, and inventors of the environment from an early age, allowing children to spend their time happily My beautiful childhood. Specifically, this can be done from the following aspects:

1. Provide children with free play time and space, rather than requiring children to perform activities according to the pattern designed by the teacher.

Games are voluntary activities for young children. In fact, they are free and have great flexibility. Children reflect real life according to their wishes in games, but not deliberately or mechanically, but creatively and freely. Therefore, different children play games with the same theme differently. The reason why children play is because they like to play. In the process of this love, there is their own volition. Teachers provide children with time and space for free play and ensure children's freedom in game activities. Only then can games be realized. educational value. For example, during our parent open day activities, we arranged the games and taught the children the content of the games... As a result, when we took out the game toys, the children were not so actively involved, and what followed was social interaction. The quality is too low, the level of play is too low, and children don't like these games. Therefore, in games, children must be given freedom.

2. Provide children with materials that they can operate by themselves, rather than requiring children to operate materials in the manner prescribed by the teacher

In game activities, materials play a vital role in children , children's manipulation materials have two states with completely different properties - active state and passive state. In the former state, children often have strong motivation for activities. They voluntarily operate materials according to their own needs, and children will have a lot of game experience during the activities; in the latter state, children are also operating materials on the surface. , but this operation is carried out according to the will of others, and children's activities are mainly imitative activities. Children cannot play games without operating materials. To make children's games healthy, rich and vivid, they must be equipped with suitable and sufficient toy operation materials. In most cases, children's games are caused by toys. For example, children see toys about small hospitals (such as tweezers, stretchers, small mirrors for oral examination, etc.) and they start playing injection games. Play structure games with building blocks. All in all, operating materials are necessary to help children realize their imaginations and satisfy their wishes in games. Without operating materials, there would be no game activities. Manipulative materials are preschool children's life companions and textbooks for them to understand the world. Instantly changing or adding game materials can make children feel fresh and interesting; increase the interest of the game, enrich the content of the game, and develop children's creativity. For example, building a "car" with building blocks, adding a stethoscope to the "hospital" game, etc. In middle and large classes, children can also be provided with some semi-finished products or waste items, and teachers and children can make the required game materials together.

3. Insert or integrate teachers’ teaching and guidance with as little intervention as possible in children’s games.

Games and teaching are intrinsically linked. When organizing and arranging kindergarten game activities, teachers can insert or integrate teaching into children's game activities as needed. If children in small classes are highly dependent on adults, teachers can directly participate in the game, play roles, and promote the development of the game plot. During the game, the teacher observes the children in order not to interfere with the children's game behavior. They should try to maintain the natural state of the children playing games and avoid affecting the reality of the children's games due to the teacher's observation of the games. Teachers should carefully observe children's external and internal performance in games, such as children's movements, attitudes towards people, emotions, etc. Children should be given immediate support, praise and encouragement for their good performance, and any inaccuracies should be corrected. For example, when observing children in a small class playing doll house games, some children hold the dolls under their armpits or hold them head down. Instead of correcting them directly, the teacher pretends to hear the dolls crying and asks the children why the dolls are crying. , inspiring children to discover the problems themselves and correct them on their own.

4. Assist children to resolve conflicts that may arise in the game through negotiation instead of coercion or even punishment.

In game activities, it is natural for children to have some conflicts and conflicts. Under normal circumstances, teachers should focus on allowing children to resolve them themselves, allowing them to resolve them through negotiation, compromise or concession. Eliminate conflicts and learn skills to get along with others. When children have serious conflicts in games, or affect the activities of other children to a certain extent, teachers should become the coordinator of children's conflicts and mediate existing conflicts between children through discussion and negotiation. Forced punishment must not be used to resolve conflicts arising from children's play activities. This will only aggravate the psychological tension already produced by children, thus damaging their mental health.

5. Participate in children’s games on an equal footing, rather than “controlling” children’s games based on teachers’ wishes and ideas.

Games are initiated by young children and carried out according to their wishes. Under normal circumstances, teachers cannot understand children's motivation and willingness to carry out game activities in a real sense, nor can they understand children's development level and inner needs in a real sense. Therefore, if teachers "control" children according to their own wishes and ideas, Children's games will eventually evolve into a "play" "directed" by teachers.

In short, it is necessary to attract children to propose playing barber shop games on their own, and then teachers should find ways to support them in starting the game. If the teacher, after visiting the barber shop, says bluntly during game time: "We visited the barber shop two days ago, and we will play the barber shop game today." While saying this, he takes out the clippers and waits, "Now, so-and-so is a barber." , so-and-so, so-and-so becomes a customer. "The teacher's direct command of the game allows the children to play according to the teacher's wishes, but the children's initiative and creativity are greatly suppressed, weakening the educational effect of the game.

Examination questions reappeared.

The teacher asked the children to use mud to noodle various kinds of pasta. As a result, the children pinched cars, birds, etc. Teacher Liu scolded the children, "You are not doing it right, you can pinch it." The flower rolls and cakes are all turned into something else." When Teacher Sun saw it, she whispered, "The fish rolls made by Xinxin are so beautiful, they look like real fishes. Let's take a photo later and show it to everyone."

What do you think of the attitudes of the two teachers?

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