A Study Of Teachers’ Intervention Behavior In Independent Outdoor Play In Kindergarten

Play is a delightful activity for children,and outdoor independent play is a reflection of the autonomy and spirit of play,which is conducive to the overall physical and mental development of children.However,due to the imperfect developmental characteristics and level of physical and mental development,it is decided that children’s play in independent play cannot be completely separated from others,especially teachers’ intervention and guidance,and appropriate teachers’ intervention and guidance is a necessary condition to trigger,promote and support positive changes in kindergarten play autonomy.Therefore,this study takes outdoor independent play as a specific research context and investigates teachers’ interventions in children’s outdoor independent play in order to improve the effectiveness of teachers’ interventions and provide feasible suggestions for improving children’s play.This study combined the observation method with the interview method,using teachers and children of kindergarten S in Guiyang City,Guizhou Province,as the observation subjects,and collected 201 valid cases during a three-month observation period of 60 outdoor independent play activities.The observation method of this study focused on three dimensions: the initiation of teacher intervention(teacher intervention context,intervention initiator,and intervention timing),the implementation of teacher intervention(teacher intervention role,manner,and emotion),and the results of teacher intervention;the interview method of this study focused on three dimensions: teachers’ conceptions of intervention,intervention behavior,and factors influencing teachers’ intervention behavior.Through compiling and analyzing the collected data,it was found that the teachers of kindergarten S were biased to intervene in the game situation,the initiator of the intervention behavior was mainly the teacher,the timing of the intervention was biased to intervene when there were obvious safety hazards and repeated attempts were unsuccessful,the role of the intervention was biased to the game partner and participant,the mode of intervention was biased to vertical intervention,the emotion of the intervention was biased to neutral,and the outcome of the intervention was biased to no response from the children.The intervention role was biased toward play partners and participants,the intervention method was biased toward vertical intervention,the intervention emotion was biased toward neutral intervention,and the intervention result was biased toward no response from children.In addition,SPSS 26.0 was used to conduct a chi-square test for correlation,which showed that there were significant differences between teachers’ intervention contexts and their intervention roles;there were significant differences between teachers’ intervention emotions and their intervention methods;and there were significant differences between teachers’ intervention contexts,emotions,methods,and timing and the results of teachers’ interventions.Further analysis revealed that there were three problems in S kindergarten teachers’ intervention in children’s independent outdoor play: inappropriate teacher intervention,more teacher-initiated intervention,and inappropriate degree of teacher intervention.In this study,we found that the main reasons affecting the intervention behavior of kindergarten teachers in S kindergarten are: the teacher-child ratio in the kindergarten play area is too high,the form of training is not rich,and the play materials are not enough;teachers do not manage their emotions when intervening,they do not know the concept of intervention well,and they do not have enough skills to intervene.Therefore,based on the above problems and reasons,this study proposes suggestions to improve teachers’ intervention behavior: kindergartens should add play materials in time to build a reasonable gradient environment;enrich the diversity of training to improve teachers’ professional skills;teachers should first understand children’s play and read children’s play behavior at the initiation stage of intervention behavior;observe children’s play to grasp children’s play process.In the stage of intervention implementation,teachers should choose a good way of intervention to improve the effectiveness of play intervention;manage the emotion of intervention to create a relaxed play atmosphere;grasp the degree of intervention and follow the rhythm of children’s play.