Action Research On Children’s Table Constructive Play Based On Learning Progressions

Table constructive play is a common creative activity,and has characteristics of intuition,operability and flexibility.Constructive play is an activity of three-dimensional representation,and children need to participate in shaping with certain construction materials in order to achieve precious and educational value of the game.However,children’s limited building skills and endless desire to construct something amazing remind us of concerns about providing more play support for children.In this study,table constructive play of Mid-class in C Kindergarten is picked up as an example to find out there is an urgent need to make some changes.The study focuses on taking humanistic education,zone of proximal development and embodied cognition as the theoretical basis,takes action research as the main line,and uses the methods of literature research,observing and interviewing.Through early investigation,some problems really exist in table constructive play : external conditions,emotional support,game cognition and so on.To deal with these problems in table constructive play,an action research based on learning progressions is carried out in the order of planning,acting,summarizing,and introspecting,whose practicing process supported by free construction and theme construction is a spiral rise as a whole.The study combing learning progressions with table constructive play is made up of three rounds of action : first exploration in free construction,halfway development in theme construction and further step in theme construction.They were taken to achieve some results of learning progressions successfully,which were embodied in the fact that children could plan in advance and complete the design drawings in the form of group cooperation,according to the themes originated from children’s daily life,and in the inquiry learning activities they practiced repeatedly,and obtain new building skills on the basis of existing ones.Through the creation and imagination of shaping with construction materials,children have experienced the interactive fun between people and materials in table constructive plays,learned to introduce their constructive works,and shared game experiences and reflections.Positive effects were created by action since teachers’ assistance and support not only kept children’s interests longer,but also enhanced children’s confidence and courage engaged in learning progressions,and helped them to improve themselves and obtain positive experience.Besides,the study brought teachers more professional progress,and did good to promoting the level of kindergarten teaching and research.At last,education suggestions for the advancement of children’s table constructive play were put up,and present shortcomings of the research were summarized with future improvement strategies.