Research On The Construction Of Children’s Play Space

Play space is an important field for children’s growth,and it is the medium and product for children to interact with their peers.Previous studies focused on the understanding of children’s play space mainly on the level of physical space,ignoring more specific and detailed studies on the interaction between children and peers in the construction of play space from the perspective of children’s culture.Based on the perspective of peer interaction,this study takes the construction and experience of children’s play space in free play as the main research content,adopts qualitative research methods,takes Class S in Chengdu H Park as the research object,mainly collects research data by participatory observation method,follows the classical grounded theory and is supplemented by Nvivo12 plus for data collation and analysis.This paper studies children’s construction of play space and meaningful experience in play space.This study mainly takes the dynamic construction process and static distribution pattern of children’s play space as the analysis frame to analyze the important value of play space for children.The dynamic process of children’s construction of play space mainly goes through five stages: first,children construct space by delineating space scope and forming play alliance with their peers;Secondly,children strengthen the initial space by maintaining consistent game ideas,selecting ideal members,confirming members by counting,recalling and leaving members,and improving the spatial arrangement with members.Third,children use verbal and non-verbal ways to resolve external conflicts in space and actively maintain peace at the boundary of space.Fourthly,children reconstruct the original play space according to the new changes of the game and its members.Fifth,shelve or disassemble the play space as play time ends or children move on to other games.The static distribution of children’s play space has the following characteristics:In the dimension of indoor and outdoor environment,children’s play space shows a spot-like regional aggregation state,children choose the positioning of play space with play materials and facilities as the center;In terms of gender,boys’ play Spaces are mostly distributed in open Spaces with disorderly spatial motion lines,while girls’ play Spaces are distributed in corners with clear spatial motion lines.In terms of age,children aged 5-6 years old are absolute occupiers of popular areas,children aged 4-5years old are survivors of popular areas,and children aged 3-4 years old are travelers of popular areas.Children are happy to construct three special spatial structures full of "children’s interest",including the home as a home and safe harbor,the boundary of separation and independent identification,and the door of interaction and sharing.The existence and construction of special structures in the play space give children a variety of meaning pursuit and experience,such as the sense of belonging and separation,the sense of control and restraint,and the sense of security and crisis.On the basis of the above analysis,this paper interprets the dialectical characteristics of children’s play space in the process of dynamic construction,including realism and imagination,independence and interaction,exclusivity and sharing,and the sequence of construction.Finally,the study puts forward suggestions for supporting children’s construction of play space in kindergartens from three aspects:(1)On the material level,create a child-oriented play environment in kindergartens.Kindergartens should ensure that children have sufficient and continuous free play time,provide low-structure play materials and play fields with large,open area and rich natural elements;(2)From the psychological level,give children space autonomy and release their nature.Teachers realize the role transformation from foreground controller to backstage supporter and release their rights to observe and guide the integration and development of spatially disadvantaged children in free play;(3)Construct interactive game space for negotiation and dialogue at the relational level.