Can You Say "you Can’t Play"

This study mainly used the event sampling observation method to observe children in three mixed-age classes in a Waldorf kindergarten in Chengdu for 6consecutive weeks.At the same time,the auxiliary interview method was used to interview 11 teachers.The aim is to explore the rationality of children’s refusal of peers to join the games from the behavior of children who refuse to join the games,and to think about whether children can refuse their peers to join the games in free games.The main conclusions of this study are as follows:First,the performance characteristics of children’s refusal of their peers to join the games.The main body of children who refuse to join the games is the middle and older children;the older the children are,the greater the probability that they refuse to join the games;more than half of the children have refused to join the games.The object of refusal to join the games is mainly new students and children who lack boundaries.There is no significant difference in the probability of children of different ages being refused to join the games.More than half of the children were refused by their peers to join the games.There are three main reasons for children to refuse their peers to join the games: the players themselves,the participants,and external objective restrictions.Among them,the most frequent reason for children’s refusal is that the entrants directly invade the games field.In the incident of refusing their peers to join the games,the children of both sides were mainly neutral emotions.After the incident of rejecting a companion to join the games,the rejecter is always in the games state,and more than half of the rejected people are in the games state.Second,teachers should take non-guidance as the main way for children to refuse their peers to join the games,and passive guidance is the main way of guidance.Teachers set up "regulations" and "bottom lines" for children’s refusal of peers to join the games;give the rejecters the "right" and "guidance" to refuse their peers to join the games,and provide different guidance methods for the rejected in different situations.Third,this study believes that in free games,children can refuse their peers to join the games.According to the results of the research,there are three reasons why young children can refuse their peers to join the games: The incident of refusing peers to join the games has less negative impact on both children(especially the rejected person).And there is a certain positive influence on the children who are rejected frequently.There are certain rules and bottom lines for children’s refusal of peers to join the games.When teachers give children the right to refuse their peers to join the games,there is no loss of educational equity.Teachers consider the long-term value of children’s development.While respecting the right of the players to refuse,teachers use their own acceptance and love to help the rejected get fair opportunities for games.Based on the above research results and discussions,the research recommendations are as follows: First,teachers need to balance freedom and fairness when guiding young children to refuse peers to participate in game behavior.Give young children the bottomline and boundary autonomy to refuse their peers to join the game;to provide children whose peers refuse to join the game with equal opportunities for development.Second,pay attention to the reasons behind children’s refusal to join the game.Third,adopt a "child-centered" mediation strategy when guiding young children to refuse their peers to join the game.Fourth,love and acceptance are the attitude that teachers should have towards children who are disadvantaged by their peers.