Early Childhood Education Concept Of Meaningful Play

Meaning,from the human being's involvement in the world,is the overall understanding and feeling of the world around and its relationship formed by human interaction with the surrounding world.Games are the basic way of life for children."Meaningful game" refers to the activities with rich meaning and significance that can make children and the world establish diversified interaction relations,promote the free display of children's meaning world,and generate and expand children's meaning world.Game has already been established as "the basic activity of Kindergarten" in China.However,the study of the reality of game in our country's early childhood education shows that the game is still in the difficulties of “ practice","policy understanding" and "philosophy thinking".The essence of the phenomenon of "being besieged" is the limited of the rich meaning of the game in early childhood education.The game can not stretch the full meaning in education,and the children cannot obtain the extension and expansion of the far-reaching game meaning."The difficulties of game" have both realistic reasons and historical origins.The historical development of the relationship between game and education has paved the reality of game in kindergarten.The changing role of game in kindergarten tells the "forerunner" of game and also lays the seeds of "present game".Along the way,the historical issues such as "centrism" still occupy in the process of game design and implementation,which limits the possibility of rich meaning of games entering teaching.How to make meaningful games lead to early childhood education and regain the full meaning in early childhood education is the development trend of the combination of game and education,and also the realistic demand of "siege" breakthrough,which is the central topic of this study.The existence of human beings is a process of meaning generation and enrichment in the continuous "hand-in-hand" with the world.Children also generate meaning in the "hand in hand" with the world,and construct their own meaning world.Children's meaning world is the unique and complete understanding and feeling of the world around and its relationship with itself formed by children in the interaction with the surrounding world.It is a meaningful space composed of "what is","what means" and "what should be" and it has the characteristics of integrity,chaos,body involvement and development.Games are children's "things",and are the unique way for children to "hand in hand" with the world.The game is originated from the promotion of children's meaning world,which is the mirror of children's meaning world,and the freedom of the generation and expansion of children's meaning world.The game has the function of "protecting nature" and "introducing to the world".Based on the theory of "Existentialism",it is the theoretical demand of meaningful games to education to explore the educational way of meaningful games from the perspective of dynamic interaction.First,"education is game",the education of meaningful games is "aimless","decentering" and "self-organization",and it is a journey of meaning generation from the game that teachers and children work together.This is the ontology of meaningful game education.Secondly,the meaning generation in the game is the process of "passive and active" participating in the experience.The education of meaningful games promotes the free generation of meaning in children's games and the expansion and enrichment of meaning in understanding based dialogue and communication.In this journey of meaning from the game,children and teachers are immersed in the game to feel the world,understand life and enjoy life.This is the process of meaning experience and the process of growth.This is the epistemology of meaningful game education.Finally,from the perspective of "relationship",the paper reinterprets the policy meaning of "game as the basic activity of Kindergarten".The education of meaningful game should follow three principles: game as the basic driving force,respecting the framework of children's game,and promoting the generation and expansion of game meaning.The theory of children's game in the view of existentialism“calls”for meaningful games to education,which promotes the generation and expansion of children's meaning world;the educational logic of meaningful games "calls" from theory to practice,and makes teachers and children join hands in hand to go to a journey of meaning.The two demands finally converge to one point: the framework of children game curriculum and teaching practice based on meaning generation.Inspired by Ivy Schousboe's three domain relationship model of children's games,this study constructs a model of children's game curriculum and teaching practice called "integrated meaning model".The model is composed of three interactive and penetrating structures,namely "narrating structure","organizing structure" and "reality structure",which is the common achievement and realization of children and teachers.The implementation path of "integrated meaning model" is diversified and situational,which mainly includes non-participation and participation.