Research On The Current Situation Of The Approaches To Learning In Senior Class Children’s Block Play

Under the concept of sustainable development and lifelong learning,the approaches to learning of young children have become the focus of attention in the field of preschool education worldwide.In 2012,the Ministry of Education of China issued the "Learning and Development Guidelines for Children aged 3-6",which clearly stated: "Pay attention to children’s approaches to learning ",which reflects the attention and attention paid to China’s approaches to learning.From this point of view,approaches to learning of play an important role in children’s lifelong learning and development.As the main way and characteristic of children’s learning,games are an important way to cultivate children’s approaches to learning and development.As a game activity with symbolic and structural characteristics,previous studies have explored the relationship between games and approaches to learning from the construction of games.As a kind of construction games,the operability,low structure and life characteristics of building block games are more conducive to cultivating children’s approaches to learning.Therefore,this study explores the development level and development process of block play on children’s approaches to learning,in order to help teachers to accurately identify and capture children’s approaches to learning,so that block play can play a practical role as an important carrier to cultivate the development of children’s approaches to learning.This study mainly takes the senior class of children in G kindergarten in a city,and uses the observation method to observe and record the game process and game behavior of 63 children and 6 teachers,and understand the teachers’ theoretical understanding of approaches to learning and educational practice behavior through the interview method.First of all,the development of children’s approaches to learning of the overall quantitative analysis,then according to the current situation analysis results and observation records of the specific behavior of children’s approaches to learning summary,induction and analysis,on the basis of children’s approaches to learning behavior analysis and teachers interview content in blocks the factors affecting the development of children’s approaches to learning,further put forward for teachers to support children’s approaches to learning development strategy.The results show that,first,the overall development of approaches to learning in senior class children’s block play is at the general level.The average score of each dimension of approaches to learning is ranked from high to low,as follows: independence,curiosity and interest,persistence and concentration,imagination and creativity.Second,there is no significant gender difference in the development of approaches to learning in the building block game.In the theme building game,the development level of boys in approaches to learning and imagination and creativity is significantly higher than that of girls.Third,for different types of building block games,the overall average score of approaches to learning of senior class children is successively divided from high to low: free building,simulation building and theme building.In the simulated building game,the development level of children’s persistence and concentration dimension is significantly higher than that of the free building game.Fourth,in the game of learning performance in approaches to learning.In the building block game,children’s approaches to learning have different dimensions and different levels.Their performance has certain similarities and differences.Fifth,the development of approaches to learning in building block games is influenced by the external objective factors of building block games,children’s individual factors and social environmental factors.Based on the above analysis results,this study proposes the following strategies for teachers to develop children’s approaches to learning in building blocks games,from theoretical understanding to practice: Change teachers ’existing educational concept,make full preparation for the cultivation of children’s approaches to learning;Improve teachers’ building block game guidance level,and build a bridge for the development of children’s approaches to learning;Create a supportive building block game environment to create space for the development of children’s approaches to learning;Improve the organization and implementation of building block games to guarantee the development of children’s approaches to learning.