A Study On Exploring Behavior In Top Class Blocks Game

Exploratory behaviors are common in the life and learning of young children.As young children take the initiative to use existing cognitive experience and existing materials,through observation,analysis,operation and other means to find problems and seek answers,the exploration of early childhood grows on people Has an irreplaceable role.Children’s exploration behavior has always been an important issue of concern to the academic community.Some scholars have studied the exploration behavior of children in one-day activities and construction games.Building block games are children’s favorite games and the most common kindergarten games.As children use different building blocks and other materials for free building activities,building block games can fully show children’s exploration behavior.This research starts with the theoretical analysis of children’s exploration behavior.By investigating the status quo of the exploration behavior of large class children in building block games,this paper analyzes and studies the related problems of exploration behavior of large class children in building block games,in order to better promote the exploration behavior of children in building block games development of.In the theoretical part,this study analyzes and explains the classification of children’s exploration behavior,the basic process of children’s exploration behavior and the methods of children’s exploration.It is believed that children’s exploration behavior can be divided into verbal behavior and non-verbal behavior.Active observation,trial exploration,problem discovery,problem solving and conclusion are the basic process of children’s exploration behavior.Observation,questioning,trial,communication and recording are the exploration Methods.In the investigation part of the status quo of the exploration behavior of large class children in building block games,this study used observation methods,interview methods and case analysis methods to explore the behaviors of 27 large class children in a model kindergarten in Guilin City,Guangxi Zhuang Autonomous Region in a blockgame for a period of 5 weeks.Observe and interview with teachers to analyze and study the concrete performance,characteristics and influencing factors of large-scale children’s exploration behavior in building block games.This study analyzes and explains the behavior of the large class children in the building block game before observing the building block,the exploration behavior in building the building block,the problem discovery and problem solving in building the building block,the finishing finishing,communicating and recording the building block.The specific performance of children’s exploration behavior.The main characteristics of the discovery behavior of large class children in building block games are: they can combine life experience,pay attention to the observation of building block materials;like to explore problems from multiple angles,and can be constructed for games;pay attention to the problems in building blocks,and can try to explore and solve problems;Strong ability to solve,but there are individual differences;able to communicate and record,try to diversify expressions.This study analyzes and studies the influencing factors of large-scale children’s exploration behavior in building block games from two aspects of children and teachers,and finds that children mainly include reserves of children’s knowledge and experience;children’s ability level;children’s cognitive style;teachers mainly have materials,Time,space,material environment support and support environment,content,atmosphere spiritual environment support.Accordingly,this study proposes teacher support strategies for improving the exploration behavior of large classes of children in building block games from three aspects: early childhood good exploration behavior training strategies: focusing on individualized education based on the age characteristics of large classes of children:focusing on the cultivation of good psychological quality of young children.Material environment support strategy: focus on proper material delivery;focus on appropriate time arrangement;focus on reasonable space layout.Mental environment support strategy: use guidance;establish a relaxed and pleasant atmosphere.