| Learning behavior,also known as ’approaches to learning’(ATL),is considered an important early predictor of future success and is therefore described as a building block for academic success or the foundation of learning skills.2012 saw ’learning behavior " was listed as one of the key areas of school readiness for young children.Although constructive play is the most basic activity in kindergartens,it has a rich educational potential and is of great educational value to all aspects of children’s development,mainly in two ways: firstly,constructive play offers a wide variety of learning and development possibilities for young children,and is of value to the development of their intellectual and non-intellectual factors in many ways;secondly,the manipulative skills and intellectual qualities in constructive play Teachers’ attention to the learning behaviours associated with constructive play,and their appropriate guidance to children based on these behaviours,are of great educational importance.The richness of young children’s learning behaviours contained in the process of constructive play provides a rich source of material for the study of young children’s learning.Therefore,taking into account the multifaceted nature of constructive play,the physical and psychological characteristics of young children,their learning styles and the focus of the study,this study defines learning behaviour as behaviour that is consistent with the active acquisition and development of young children in constructive play and that reflects their positive learning dispositions and attitudes,including not only physical actions but also verbal expressions,and that is externalised,observable and sustained.Based on the above discussion about young children’s learning behaviors,this study adopts a bottom-up approach to compile its own "Observation Record Sheet of Young Children’s Learning Behaviors in Constructive Play",firstly,20 videos of constructive play were transcribed into textual materials by white-out,and the OCCP learning behavior model was used as a framework to code and analyze the textual materials with Nvivo 12,and finally the "Observation Record Sheet of Young Children’s Learning Behaviors in Constructive Play" was compiled.The text data were coded and analyzed by using Nvivo 12,and the "Observation of Children’s Learning Behavior in Constructive Play" form was finally compiled,which mainly includes 4 level 1 indicators,namely,operational behavior,cognitive behavior,collaborative behavior and problem solving behavior.The problem solving behavior includes 5 secondary indicators,such as asking for help,accepting help,correcting mistakes,persisting in trying,and proposing solutions,etc.In total,there are 18 secondary indicators of children’s learning behavior in constructive games.In this study,20 children(10 male and 10 female children from each class)were selected from each of the three classes in Park X.The learning behaviours of these 60 children in constructive play were observed and recorded for a period of two months by means of a detailed factual recording method,and a combination of quantitative and qualitative analysis was conducted to analyse the age,time and gender differences and the relationship between each learning behaviour.The purpose of the analysis is to explain the actual state of children’s learning behaviours in constructive play,and to find out that children’s learning behaviours in constructive play are characterised by mechanical repetition,cognitive behaviours that are difficult to develop continuously,and cognitive behaviours that are not sufficiently active in sharing and problem solving,The aim is to explore the causes of these problems: the implicit transmission and invisibility of traditional learning and educational concepts,the limitations of teachers’ expertise,the limitations of children’s intrinsic learning tendencies,the lack of peer guidance,and the need to improve the environment and organisation of constructed play.The following are some of the educational strategies for improving children’s learning behaviour in constructive play: firstly,changing educational concepts and understanding constructive play correctly;secondly,combining teacher guidance and peer guidance to improve children’s learning behaviour in a balanced way;thirdly,creating a good play environment to ensure the continuous development of children’s learning behaviour;and fourthly,cooperating with families to cultivate children’s active learning tendencies. |
