A Case Study Of Autonomous Play Practice In S Kindergarten In Urumqi

Self-directed games are of unique and important value to children’s learning and development.On the one hand,self-directed games can meet the needs of children’s physical and mental development,and on the other hand,self-directed games are one of the important ways for children to learn.A series of preschool education policies in my country all emphasize the importance of children’s independent choices and free plans in games.At present,under the background of the country’s vigorous promotion of the Anji game pilot,more and more kindergartens have launched the exploration of independent games.However,in the process of practical development,due to the insufficient knowledge of teachers on autonomous games,the development of autonomous games in kindergartens faces many practical difficulties.In this study,taking S Kindergarten in Urumqi as the case study,taking the large class children as the research object,using observation and interview methods to understand the current situation of S kindergarten’s autonomous play practice,and further analyze the predicament of kindergarten’s autonomous play practice and the factors that affect children’s autonomous play practice,and proposes an optimization strategy to promote the practice of autonomous games.This study believes that kindergarten autonomous games should emphasize the relationship between children’s autonomy and teacher support.This study analyzes the current situation of autonomous play practice in kindergartens from two aspects: children’s autonomy and teacher support in kindergarten autonomous play.Among them,children’s autonomy in kindergarten autonomous games is manifested in: children can choose play areas,companions and materials independently based on their interests;independently explore and negotiate and decide on game content and game play;based on game situations and experience,they can independently regulate game rules,progress and emotions.and so on;under the guidance of teachers,based on practical operation and experience,self-reflection on the results and deficiencies of the game;under the guidance of teachers,through game review and work presentations,they independently share game gains and experiences.Teachers’ support in kindergarten autonomous games is reflected in: teachers use tools to observe and record to gain a deeper understanding of children’s interests and behaviors in autonomous games;teachers mobilize knowledge and experience to interpret and analyze children’s performance in autonomous games;teachers provide material and emotional support To promote the development of children’s autonomy.The investigation of the predicament of the practice of autonomous play in kindergartens found that: children’s awareness of exploring new topics is not strong when they make independent choices,the right to play is in the hands of a few children when they make independent decisions,children’s peers are not aware of rules negotiation when they are self-regulated,and children are self-reflection.There are not enough opportunities to express game experience,and children’s representation of game experience is relatively simple when they share autonomously.The lack of teachers’ support in children’s autonomous games is reflected in teachers’ lack of scientific conceptual cognition of autonomous games,and teachers’ lack of scientific understanding of autonomous games in kindergarten.It is relatively simple,teachers lack the materials for autonomous games,teachers lack method support for observation and recording of autonomous games,teachers lack professional sensitivity to interpretation and analysis of autonomous games,and teachers lack educational wit in guiding and responding to autonomous games.Aiming at the predicament of developing autonomous games in kindergartens,this study mainly analyzes the factors affecting the development of autonomous games in kindergartens from the perspectives of teachers,kindergartens and parents.It also proposes that teachers should establish a scientific concept of kindergarten independent play,provide multiple opportunities to support teachers’ independent play theory learning and practice reflection,create a fair,open and diverse kindergarten independent play environment,improve teachers’ professional ability to develop kindergarten independent play,and promote children’s play in multiple ways.The independent development of games,advocating strategies such as kindergarten independent game home and co-education,in order to promote the further development of kindergarten independent game.