Research On Teachers' Coping Strategies In Senior Class Children's Companion Frolicking Behaviors

Children's companion frolicking behavior is a kind of social game behavior spontaneously generated by young children and their companions,with entertainment as the main purpose,with language,body movements and facial expressions as expressions,accompanied by pleasant emotions and humorous nature.As a common game activity in kindergarten,companion frolicking behavior is of great value to the development of children's sense of humor,the improvement of interpersonal skills,the relief of negative emotions,the improvement of physical quality and cognitive ability.However,there are also negative influences such as disturbing class order,uncivilized behavior and security risks.In practice activities,kindergarten teachers often regard it as a kind of "pure entertainment”behavior to stop or ignore.As the most direct related to early childhood education,teachers' strategies in dealing with children's companion frolicking behavior directly affect children's participation in follow-up activities.In this study,three senior classes were selected from the A kindergarten of Wuhan as the observation class,the teachers and children in the class were taken as observation objects.By means of naturalistic observation and interview method to study children's companion frolicking behaviors and teachers' strategy of coping with children's Companion frolicking behaviors in practice.On this basis,the paper analyzes and summarizes the characteristics of the companion frolicking behaviors,and the characteristics,problems and causes of the teachers' strategies for coping with the children's companion frolicking behaviors.The research results are as follows:Based on the content of the companion frolicking,that is "triggers".The children's companion frolicking behavior is divided into three types:with language as a trigger,with body movement as a trigger,and with an object as a trigger.By statistical analysis:Seeing from the trigger of the companion frolicking,senior class children have the most companion frolicking behaviors with their actions;From the perspective of duration,the duration of companion frolicking behaviors is shorter;Seen from different event backgrounds,the most companion frolicking behaviors most frequently took place in the transition stage;From the perspective of the participants,there are gender differences in the companion frolicking behaviors.The strategies for teachers to cope with the companion frolicking behavior of senior class children are divided into the following six types:control criticism,prompt inform,neglect,explain education,arrange task and implied norm.The strategy of teachers to cope with the companion frolicking behavior of senior class children has the following characteristics:the most used by teachers is the neglected strategy,followed by the control criticism;explain education strategy has the best effect;the emotional responses of children with arrange task strategies were more positive;differences in coping strategies with different trigger in the companion frolicking behavior.Teachers have the following problems in dealing with the companion frolicking behaviors of senior class children:abuse of neglect strategies,lack of active guidance;control behavior is obvious,lack of reflection on activity planning;teachers'coping attitude is more negative,neglecting children's emotional response;Stereotypes exist in the evaluation of actors.Reasons for teachers'strategies to cope with the companion frolicking behaviors of senior class children:teachers' ideas about companion frolicking behaviors and their own emotional management;temperament characteristics and gender differences of young children;educational background,background of activities,and the "triggers" of companion frolicking behaviors.Based on the above research,the researchers provide suggestions for kindergarten teachers from the aspects of establishing scientific children's frolicking,flexible choice of coping strategies,capturing the opportunities of frolicking behavior education,and strengthening self-reflection,in order to provide useful reference for kindergarten teachers to scientifically cope with the companion frolicking behaviors of young children.