A Case Study Of Children’s Participation In Outdoor Games In Village Kindergartens

As an educational institution that guarantees the right of rural children to receive education,village-level kindergartens have received extensive attention to their educational quality.To protect children’s right to participate in games is to implement children’s natural rights on the one hand,and improve the quality of kindergarten curriculum on the other hand.Therefore,to protect children’s right to participate in games has both ontological value and instrumental value.It is of great significance to investigate the current situation of children’s participation in games in village kindergartens to ensure the implementation of rural children’s right to participate.This study takes teachers and children in a village kindergarten in Pingliang City,Gansu Province as the research object,and uses observation and interview methods to investigate the current situation of children’s participation in outdoor games.This study observed the outdoor games in the park for about 45 days and collected 65 cases;Six teachers and 16 children were interviewed.In this study,outdoor games are divided into children’s independent outdoor games and outdoor games organized by teachers.In children’s independent outdoor games,the current situation of children’s participation is mostly "children put forward opinions on the activities they participate in and are adopted by teachers".In the outdoor games organized by teachers,the current situation of children’s participation is "determined and assigned by teachers to participate in activities".Children’s participation in outdoor games in the kindergarten also has the following characteristics: 1.Children’s participation in outdoor games under different organizational forms presents a "pendulum" phenomenon:(1)Children’s participation in outdoor games organized by teachers is low;In the games that children are not interested in,the "front stage" of the teacher’s game organization and the "back stage" of children’s secret and independent activities are in a state of time and space.(2)Children’s participation in autonomous games is high,and teachers’ "empowerment" is the result of multiple factors.2.Teachers have cognitive bias on children’s game preferences:(1)teachers think that "children prefer to play by themselves";(2)Children think "I like the teacher to play with me".3.The problem reflected by the "pendulum" is that teachers’ teaching efficiency is low and it is difficult to achieve the preset teaching objectives;The educational function of outdoor games is weakened by the "heavy protection and loss of education".Through interviews and the combination of Urie Bronfenbrenner’s ecosystem theory,the main reasons affecting children’s participation are found as follows: 1.Micro system: teachers do not ask children’s opinions when designing outdoor games;Teachers have doubts about the competence of children’s participation;Teachers lack the idea and ability to support children’s participation;It is difficult for teachers to balance teaching and other kindergarten affairs.2.Outer system:The teaching and research plan plans but does not implement the teacher training on children’s participation;The professional quality of leaders is insufficient.3.Macro system: lack of funds makes it difficult for game materials to support children’s ideal outdoor games;the school district does not pay enough attention to preschool education;Parents generally have a serious concept of "primary school".This study believes that in order to improve the participation of children in village kindergartens,we should pay attention to: 1.At the school district level,we should increase financial support to provide a "prepared environment" for children’s participation;Play a leading role: promote the development of high-quality education in village kindergartens;Professional counterparts should be sent to lead the development of village-level kindergartens.2.Kindergarten level: teachers should actively listen to children’s game needs;Teachers should improve their ability to implement children’s opinions;Teachers should provide environmental support for the implementation of children’s opinions;Teachers should make reasonable use of teaching resources;Teachers should play the educational function of game courses;Pay attention to home cooperation and influence parents’ game participation ideas and behaviors.