Research On The Current Situation And Influencing Factors Of Cooperative Frustration Of Large-class Children In Theme Construction Games

In the construction game,large class children will have disputes and even attacks due to inconsistent ideas or the need for a certain operating material at the same time.Teachers usually use simple and direct ways to quell the negative behavior of young children,so that the teacher’s own anxious mood to calm down.In the long run,the ability of young children to resolve setbacks has not been improved,and the professional ability of teachers has also stagnated.In this study,the cooperative frustration response of a kindergarten sophomore class(hereinafter referred to as "Big Class")in the theme construction game is:negative emotional response,negative behavior response,positive behavior response,and frustration defense mechanism response.Investigation,To find out the characteristics of the.response of large class children to cooperative setbacks in the theme construction game,and analyze the reasons that affect the behavior response characteristics of young children,and put forward reasonable education strategies and suggestions for parents,teachers,and kindergartens.Promote the common development of young children,parents and teachers.The author randomly divided the 42 children in the class into 7 groups of 6 in each group by drawing lots.Each group of young children discusses the theme of the game independently,and each group of young children conducts a two-day construction game around the theme in the daily corner game time.At the same time,the author considers that the individual performance of large class young children is hidden,in order to ensure the true and effective data.The author makes use of the interview method to investigate the children further.The following are the statistical results after the author’s survey:Large class children suffered 47 negative emotional reactions after encountering cooperative setbacks in the theme construction game;Negative behavior responses 31 times,positive behavior responses 12 times,and defense mechanisms used 4 times.Through the analysis of the survey results,the author found that there are the following characteristics in the response of large class children to cooperative setbacks in the theme construction game:the ability of large class children to regulate negative emotions is weak,and the ability to recognize and feel others ’emotions is weak.Less use of language to express their emotions and needs to each other and teammates.After encountering cooperative setbacks,large class children will face different peer behavior responses.The above reaction of young children in the theme construction game is a very normal phenomenon.It can be used as one of the opportunities to exercise the cooperation ability and social development level of large class young children.At the same time,we also found in the observation that young children have shown positive behavior responses in coping with cooperative setbacks,such as third-party young children will help frustrated children,young children through their own will to successfully resolve setbacks and so on.In order to find out the reasons for the above behavior reaction of young children,the author used the questionnaire method to investigate the parents of young children,used the interview method to investigate the teachers,and combined the survey results for kindergartens,parents,teachers put forward the following suggestions:First,Kindergartens provide rich construction materials for young children,create emotional houses for young children,invite parents to visit the park on the ground,set up parents’schools to improve parental education concepts,and change the original class teachers to be fixed for class teachers and teachers to go to class system.Second,teachers create independent learning boards for young children in thematic construction games,set up voice bells for others to help,and provide Windows for young children to vent their emotions.In addition,teachers need to pay attention to young children in other areas and collective teaching.Cooperative frustration education.Third,parents should use family and community resources to enhance the ability of young children to respond to cooperative setbacks,and at the same time set a good example to guide young children to treat electronic products correctly.