Research On Children’s Problem-solving Learning Trajectory

Cultivating children’s problem-solving capability in the preschool years demonstrates children’s independence in learning and is in line with the educational expectations of future members of society.Play as the primary activity of children,open-ended loose parts can provide abundant problem-solving opportunities.However,in the practice of preschool education,teachers have difficulties in guiding children’s loose parts play,and it is difficult to grasp the learning opportunities contained in the play materials.Guided play based on playful learning theory provides a promising direction for balancing the dual roles of teacher and child in loose parts play.Learning trajectory can present the process of child development and teacher’s support in an advanced way,effectively connecting the teacher and the child.The learning trajectory is generated in the process of teachers’ support for children to cross the zone of proximal development,which is constructive,and also echoes the dual-subject role of children and teachers emphasized by guided play.This research is based on social construction theory,playful learning theory and learning trajectory theory.This research takes qualitative research methods as the main research method,using participatory observation method and product analysis method,while using key cases to link the developmental stages of the learning path.11 senior kindergarteners participated in this research.This research focuses on children’s problem solving of in playing the material " Falling ball",and clearly presents the process of children’s play and teacher supporting with cases.The research follows the logic of "creating problem situations—building scaffolding—children’s experience generation and teachers’ reflection",linking the development of children’s problem-solving capability with teachers’ support.The dual subjects of children and teachers jointly promote the development of games in the interaction,and also realize the development of their respective abilities in this process.This research extracts the common problem-solving ability development stages of 11 participants,and finally generates the children’s problem solving learning trajectory based on loose parts play,and draws the following conclusions:1.Children’s problem solving learning trajectory based on loose parts play is generated in the close interaction between teachers and children;2.The learning trajectory presents the dynamic process of the development of children’s problem solving capability;3.The learning trajectory shows the dynamic process of teacher’s research and support for children;4.Guided games provide a feasible direction for balancing the relationship between play and learning in loose parts play;5.The learning trajectory is an important way for teachers’ professional development.