The Study Of The Children’s Playfulness In Mathematical Area Activities

Abstract mathematical, logical and systematic features make math different from other areas of teaching, thus the particularity in mathematical education is how to build the bridge between children’s specific features of thinking and abstract logical characteristics of the math. Nowadays a growing number of kindergarten teachers tend to organize mathematical area activities to guide children to learn math. Therefore, paying close attention on the children’s playfulness in mathematical area activities is helpful to promote the early children’s math ability.This study analysis the children’s playfulness in middle and top classes of two public kindergartens in G zone, by using a combination of quantitative research and qualitative research methods. Video samples in mathematical area activities of80children were observed, by using non-participation method, and then the key events, children’s behavioral, verbal communication, emotion and teachers’ guidance will be transcribed into texts, forming about16million words of written information. On the basis of the "Children Playfulness Scale" compiled by Barnett (Barnett,1991), author adjust and revise some less than ideal projects to make the scale localizational. Eventually the formed observation tool be used in this study. Then use the scale as observational tool to rate the activities of samples.The data received in the study undertake the statistical analysis by using SPASS19.0, the playfulness in mathematical activities overall performance of80preschool children is a bit under a moderate level,"social spontaneity" scored the highest level and "sense of humor" scored the lowest level. As for the gender analysis of mathematical game characters, the level of male and female children’s playfulness are in the middle of the upper, the level of male children’s playfulness is higher than that of female children, and there are significant differences between the sexes; Addition to "sense of humor", but showed a significant difference in the remaining four dimensions; In terms of age differences, the score of top class is slightly higher than that of the middle class, the levels of playfulness in two age classes are both on a lower middle level, however, do not exist significant differences, but there are significant differences in the "cognitive spontaneity" and "manifest joy"This study continues to use the "Children’s Playfulness Scale on Kindergarten Mathematical Area Activities" to specificly analysis and detailed descriptions of the various dimensions of80children. The main dimensions are:Physical spontaneity (operator action can be better coordinated, active behavior (leave bits), running, jumping, sliding action (off-site)); Social spontaneity (close to the performance of others for friendship, cooperation with others to play games, share materials or achievements, play the role of initiator, a positive way to resolve the conflict); Cognitive spontaneity (using mathematical strategies to solve the problem, wrong self-perception ability, investment (attention) intensity, don’t give up in face of difficulty(patience), using materials creatively); Manifest joy (express excitement, focus on the positive expression, the expression of positive emotions, talking and singing); Sense of humor (companion joke, teasing goodwill of others, listen (case) to something humorous laugh).Through discussion of the results of the analysis the following conclusions are:"Physical spontaneity" performance is calm, and less active action happen;"Social spontaneity" and "cognitive spontaneity" are in the medium level, performance is not outstanding;"Manifest joy"and "sense of humor" performance are low and lack of positive emotion experience; There are gender and age differences exisf "Cognitive spontaneity" and "Manifest joy"; The children’s playfulness of the mathematical area activities is higher than that of the collective teaching activities of math.Discussion and Analysis on the main characteristics of the children’s playfulness in mathematical areas can reflect that there are many problems exist in the development and organization of mathematical activities. The author further analyzed the main factors influencing the children’s playfulness in the mathematical activities:There is no exploration operation, so cognitive spontaneous is limited; The difficulty of the task does not conform to the abilities of the children, and the pleasurable experience of children is hampered; The role of teachers should be played improper to affect the level of game performance. Then, put forward some corresponding countermeasures:Play the right role to enhance the ability of observation and instruction; Exploratory lifting materials to stimulate children form cognitive conflicts; Appropriate to grasp the difficulty of the task and focus on early childhood pleasurable experience.