Research On Teacher’s Support For Sharing Activities In Constructive Play For 5-6years Old Children In The Kindergarten

Play sharing developed from “play evaluation”,“play review’’,“play commentary”,and other forms of play reviews.It refers to the activity where teachers and children exchange and share their play experience and emotional feelings through various means at the end of the play activity.As an important component of a complete play activity,play sharing is of great significance to children’s development.Therefore,systematic research on play sharing needs to be conducted from the perspective of teacher support.In this study,based on the situation that there is still a research space of teacher’s support for sharing activities in constructive play for 5-6years old children in the kindergarten,we attempted to start with the theoretical analysis of teacher’s support for sharing activities in constructive play for 5-6years old children in the kindergarten.By analyzing the current situation of sharing activities in constructive play for 5-6years old children in the kindergarten,analyzing and researching relevant issues,we aim to help teachers to better carry out play sharing activities and improve the quality of play sharing activities,in order to promote the better physical and mental development of children.Theoretically,this study starts with the definition of core concepts,analyzes and explains the theoretical basis,significance,and constituent elements of teacher’s support for sharing activities in constructive play for 5-6years old children in the kindergarten.It points out the essential requirements that teachers should pay attention to in sharing activities in constructive play for 5-6years old children in the kindergarten,including subject support,content support,organizational support,strategic support,and emotional support.In practice,this study uses research methods such as observation,interview,and text analysis,selects six classes from Kindergarten L and Kindergarten H in Qingdao for observation,and interviews 12 teachers from these six classes.By conducting in-depth analysis,the study identifies the positive aspects and problems of teacher’s support for sharing activities in constructive play for 5-6 years old children in the kindergarten.The positive aspects mainly include: subject support,emphasizing the inter-subjectivity between teachers and children,emphasizing the interaction between teachers and children;content support,emphasizing the sharing of constructive difficulties and works;organizational support,emphasizing collective sharing,demonstrating constructive results,using photos or videos to reproduce situations,and pure language discussion;strategic support,emphasizing experience extraction and questioning strategies;emotional support,emphasizing creating a relaxed atmosphere and paying attention to the emotional needs of children.The problems mainly include: subject support,insufficient attention to the status of children,insufficient interaction between children;content support,shallow sharing of constructive skills and one-sided sharing of constructive experience;organizational support,short sharing activity time,low sharing activity frequency,fewer small group and individual sharing;strategic support,insufficient overall evaluation of sharing activities,and vague teacher evaluation language.The factors that affect teacher’s support for sharing activities in constructive play for 5-6years old children in the kindergarten include: the teacher’s understanding of play sharing activities,the teacher’s ability to carry out play sharing activities,the teacher’s recognition of the physical and mental development patterns for 5-6 years old children in the kindergarten,and the kindergarten’s support for sharing activities in constructive play.Based on this,the study proposes optimal suggestions according to teacher’s support for sharing activities in constructive play for 5-6years old children in the kindergarten at the teacher and kindergarten levels.The suggestions for the teacher level include: establishing the correct sharing concept,clarifying the teacher’s role;clarifying the nature of sharing activities,focusing on sharing preset generation;paying attention to children’s interaction based on the characteristics for 5-6 years old children in the kindergarten;enriching children’s life experience,improving children’s constructive skills;focusing on various forms of sharing activities,ensuring sharing time and frequency;and using overall evaluation of sharing reasonably and paying attention to specific evaluation language.The suggestions for the kindergarten level include: strengthening the importance of constructive play sharing activities,improving teacher’s awareness of sharing activities in constructive play through various forms,and improving teacher’s organizational abilities of sharing activities in constructive play through multiple channels.