The Present Situation And Promotion Strategy Research Of The Large Class Children’s Cooperative Behavior In Structure Play

Children’s cooperation in games is an important communication activity and an important part of children’s social development.Children complete cooperation by means of certain cooperation strategies.Children’s cooperative behavior refers to the behavior in which the two parties of cooperative children establish a common cooperative goal in the game and finally complete the cooperative goal through the use of cooperative strategies such as coordination,cooperation and division of labor planning.Structural play refers to the game in which children construct and create objects by using structural play materials according to their own interests and preferences.At present,the research on children’s cooperation focuses on the development of cooperation ability and the promotion of experimental research.The domestic research on children’s peer cooperation behavior is basically a comparative study of small,middle and large class children’s peer cooperation.The large class is the critical period for the cooperative development of children,and the cooperative behaviors among children are showing more and more trends,while the structured play is an important game activity in the kindergarten,and more and more children’s cooperative behaviors are produced in the structured play.In the past,there were few studies on the status of cooperative behavior in structure play for the large class children.This study mainly adopts the observation method,and selects two large classes of children from D kindergarten in Dali City,Dali Bai Autonomous Prefecture,Yunnan Province as the research objects.This paper systematically observed children’s cooperative behaviors with structured play in one-day kindergarten activities as the carrier,and divided children’s cooperative behaviors into six aspects for detailed observation and analysis,which are cooperation strategy,cooperation initiator,cooperation participant,cooperation purpose,cooperation result and cooperation scale.In terms of cooperative strategies,there are various types of cooperative sub-strategies for the large class children,with coordination strategies taking the absolute advantage,and integration-oriented strategies being the dominant ones in the oriented strategies.In terms of different cooperative bodies,children initiate cooperation more frequently than teachers.In the activities that teachers participate in,sub-strategies such as mutual help,discussion and division of labor planning are less used,indicating that teachers have more intervention in children’s structural play.At the same time,children’s use of reverse strategy is less in the structured paly activities that teachers participate in,which also indicates the necessity of teachers’ participation in game activities and guidance.The first problem is that negative strategies are used more frequently in cooperative behaviors involving only young children.Second,teachers’ participation in games restricts children’s use of cooperative strategies.The main reasons for the formation of the problem are that the development of children’s social communication skills is not comprehensive enough and the teachers lack of cognition of children’s cooperative behavior system.In terms of different cooperative purposes,children in the large classes use more cooperative strategies in the cooperative purpose of playing together,and children have higher flexibility.However,negative strategies such as verbal rejection,aggression and command are also frequently used.The problem is the lack of flexibility in young children’s strategies for seeking help.The main reason for the formation of the problem is that children’s ability to take the viewpoint is insufficient.In terms of different cooperation outcomes,the cooperative strategies of the large class children are more effective.The main reason for the failure of cooperation results is that children use rejection strategies more,and the main reason for the ineffective results is the frequent use of command,request,advice,punishment and other strategies.Common strategies for effective cooperative outcomes in young children are coordination and obedience.In terms of different cooperation scales,children’s cooperation scales in the large class structure play are relatively small,mainly three-person cooperation and two-person cooperation.The rejection strategy is used more in the two-person cooperation scale,and the four-person and upper cooperation scale is highly efficient,and the construction results are innovative.The problem is that verbal rejection strategies are frequently used in small-scale cooperation.The main reason for the formation of the problem is self-oriented children in the majority.Finally,the researchers put forward the following suggestions: First,to improve the external conditions of cooperation in structure play.Second,teachers guide children to use cooperative strategies scientifically.Third,pay attention to children’s empathy training and reduce the frequency of using negative strategies.Fourth,home cooperation to cultivate children’s cooperative cognition.Fifth,teachers timely evaluation and encouragement.