A Case Study Of Teachers Supporting Children’s Autonomous Play

With the release of the Guidelines for Kindergarten Education(for trial implementation)and the Guidelines for the Learning and Development of Children Aged 3-6,the principles and concepts of "respecting the laws of children’s physical and mental development and learning characteristics,taking plays as basic activities" and "cherishing the unique value of children’s life and plays" have become more and more popular,and the importance and value of plays have been constantly emphasized.Through the promotion in recent years,plays,especially autonomous plays,have become an indispensable part of daily education in kindergartens.Independent play emphasizes that teachers trust children,let them choose freely,master the content and process of the play independently,and highlight the dominant position of children.It is an important way for children’s self-expression and learning,and has unique value for children’s development.Autonomous play emphasizes children’s autonomy.However,as children’s body and mind are at the stage of development,in addition to the mobilization of children’s own experience and ability,independent play also needs the support and help of teachers.With the rapid development of preschool education,the number of kindergartens is increasing,and the demand for teachers is expanding.Kindergarten teachers are generally young,and their awareness and ability to support children’s independent play are insufficient.Therefore,this study selected a key kindergarten teacher as the research object,adopted the narrative research paradigm,combined with the data collection methods of observation,interview and physical analysis,to comprehensively document the actual state of children’s autonomous plays,conduct a comprehensive survey of teachers’ support for children’s autonomous plays,analyze the effective support of teachers and existing problems,summarize the experience of teachers’ effective support and the reasons for the reality contrast,And provide reference suggestions to provide inspiration and reference for peers.This study first uses the method of line drawing to record the representative scenes and stories of children’s autonomous plays,and then summarizes the seven scenes,comprehensively describes the status of teachers’ support for children’s autonomous plays,and extracts the effective support and existing problems of teachers for children’s autonomous plays,supplemented by teacher interviews,observation records and reflection logs,as well as interviews with kindergarten management and colleagues.The reasons that support teachers to effectively support children’s independent play are summarized as follows: "strong feelings","strong professional ability","research community assistance".However,when we walked into the practice site,we found that teachers had a realistic contrast in supporting children’s autonomous plays,and found the following reasons: first,"teachers lack autonomous awareness";Second,"teachers lack the ability to improve problems";Third,"the form and content of kindergarten-based teaching and research are single";Fourth,"the effectiveness of peer assistance needs to be improved".Finally,suggestions are made for backbone teachers to improve their support for autonomous plays from three aspects: teachers themselves,teachers’ peers and kindergartens.First of all,teachers should be self-conscious:first,consolidate the theoretical basis of autonomous plays and improve the ability to support autonomous plays;Second,deepen the awareness and ability of independent learning and establish the awareness of lifelong learning;Third,strengthen self-reflection and stimulate internal drive for development;Fourth,improve self-action and reflection.Secondly,peer assistance.Finally,the kindergarten guarantees: first,strengthen the supervision of teachers’ behavior and improve teachers’ action;Second,enrich the forms of kindergarten-based teaching and research,and stimulate the vitality of teaching and research;Third,carry out customized training to meet the training needs of backbone teachers;Fourth,give teachers more freedom and time and respect their subjectivity.