Research On Environmental Optimization Outdoor Free Plays In Rural Kindergartens Based On Children’s Perspective

Environment creation is the material basis of children’s independent games and the key to the quality of children’s games.Children gain game experience through interaction with materials and promote their cognitive,emotional,action,social and other aspects of development.The economic conditions,political culture and teacher level of rural kindergartens are relatively backward.In the process of the creation of independent play environment,there are problems such as teachers taking the lead and blindly following the trend to pursue high and superior quality.Based on this,this study sorted out the value of the creation of outdoor independent play environment from the perspective of children to the curriculum construction of children,teachers and kindergartens based on the previous relevant literature.And analyze the current situation and existing problems of outdoor autonomous game environment in rural kindergartens;Finally,through environmental optimization,a suitable outdoor independent game environment in line with regional characteristics of rural kindergartens is presented.According to the action research paradigm,this study collects data by using participatory tools in Mosaic method,supplemented by observation method and interview method.After preliminary investigation and data collection,it is found that Z Kindergarten has several problems in the outdoor independent game environment in the educational practice.First,the outdoor space planning and material delivery are dominated by adults,ignoring the dominant position of children.Second,the management of game time and materials in outdoor independent games does not start from the perspective of children,which is not conducive to children’s continuous game exploration;Thirdly,the psychological environment such as teacherchild interaction in independent games lacks support and it is difficult to meet the needs of children for interaction.Teachers give high priority to mentors,over-emphasize safety routine and rarely participate in children’s games.Based on the above problems and combined with the actual situation of kindergartens,this study conducted two rounds of action research to optimize the environment:In the first round of action research,the research group focused on the space planning and material distribution of outdoor autonomous games in terms of the creation of physical environment,discussed with children about replanning the outdoor autonomous game space,opened the back garden to satisfy children’s desire for inquiry and curiosity,and established the sand-water-mud play area.Teachers and children participated in adjusting the type and quantity of materials.After the first round of environmental optimization,the environment of outdoor autonomous games changed from "unreasonable space planning and insufficient materials" to "readjust planning outdoor space and enriching material placement based on children’s perspective".Through observing the interaction between children and teachers and materials after optimization,and through interviews between children and teachers,it is known that the effect of the first round of environment optimization is obvious,material delivery and teacher-child relationship have been better improved,but there are still some problems,such as the potential use value of the back garden,the monotonous color of the materials released,and children’s consciousness of self-management of materials is weak.Teacher’s role positioning needs to be further clarified.The second round of action research continues to use Mosaic method to listen to children’s new expectations of outdoor environment,combines with the problems existing in the first round of action research to continue to enrich game materials,explore the potential use value of outdoor environment,organizes children to discuss regional rules and material storage management system independently,and creates an interactive and open activity atmosphere for children.Through the second round of action research,children’s physical movements,artistic expression and social development have been comprehensively developed,their subject consciousness has been continuously strengthened,their awareness of selfmanagement of materials has been enhanced,the role of teachers has been constantly evolving and transforming from "director,collaborator and supporter",the game atmosphere is loose and free,and the teacher-child relationship is harmonious.Through the satisfaction survey and the interview and evaluation of teachers and children,the overall effect of the second round of action research is better than that of the first round,but there are still some shortcomings,such as the dead Angle of sanitation in the environment,children’s poor sense of experience,etc.In addition,there is a large turnover of teachers,so it is necessary to continuously improve teachers’ ability to create and utilize the environment.Two conclusions are drawn from the study: First,environmental optimization based on the perspective of children promotes the improvement of children’s play level.First of all,the optimization of the material environment provides a foundation for the improvement of children’s game level,and reasonable spatial planning and dynamic adjustment of materials provide a foundation for children’s game and learning.Secondly,the system environment is optimized,such as sufficient play time and open and independent material management system to provide protection for children’s sustainable play behavior.Thirdly,equal and harmonious teacher-child relationship,loose game atmosphere and teacher role conversion are the key to children’s game activities.Secondly,the process of environmental optimization based on the perspective of children promotes the professional improvement of teachers.The first is the transformation of teachers’ education view and children’s view.By organizing teachers to learn "children’s perspective" and "Mosaic research method",the theory of teachers is strengthened,so that children can understand children again and believe that children are capable learners and environment creators.Secondly,teachers’ ability to support and reflect on children’s games has been improved.Based on this study,some suggestions are put forward.Firstly,children should be given the right to participate in the creation and optimization of outdoor environment,and their main position in environment creation should be guaranteed.Ideas and basis of environment creation should be understood from children’s concrete expression and activities.Secondly,in the process of environmental optimization,the material environment,institutional environment and psychological environment should be considered comprehensively.Two conclusions are drawn from the study: First,environmental optimization based on the perspective of children promotes the improvement of children’s play level.First of all,the optimization of the material environment provides a foundation for the improvement of children’s game level,and reasonable spatial planning and dynamic adjustment of materials provide a foundation for children’s game and learning.Secondly,the system environment is optimized,such as sufficient play time and open and independent material management system to provide protection for children’s sustainable play behavior.Thirdly,equal and harmonious teacher-child relationship,loose game atmosphere and teacher role conversion are the key to children’s game activities.Secondly,the process of environmental optimization based on the perspective of children promotes the professional improvement of teachers.The first is the transformation of teachers’ education view and children’s view.By organizing teachers to learn "children’s perspective" and "Mosaic research method",the theory of teachers is strengthened,so that children can understand children again and believe that children are capable learners and environment creators.Secondly,teachers’ ability to support and reflect on children’s games has been improved.Based on this study,we suggest,Firstly,children should be given the right to participate in the creation and optimization of outdoor environment,and their main position in environment creation should be guaranteed.Ideas and basis of environment creation should be understood from children’s concrete expression and activities.Secondly,in the process of environmental optimization,the material environment,institutional environment and psychological environment should be considered comprehensively.Finally,it is necessary to continuously strengthen the construction of teachers and improve their professional ability.In particular,it is necessary to strengthen the change of teachers’ view on children,improve teachers’ ability to create and utilize the environment and the ability to dig rural natural resources.Finally,it is necessary to continuously strengthen the construction of teachers and improve their professional ability.In particular,it is necessary to strengthen the change of teachers’ view on children,improve teachers’ ability to create and utilize the environment and the ability to dig rural natural resources.