Research On The Current Situation Of Deep Learning Of Large Class Children In Construction Area Activities In Kindergartens

Early childhood deep learning is a learning process in which young children,with teacher support and peer collaboration,are able to actively engage in critical transfer of cognition and experience,use higher-order thinking to continuously explore and experiment,and ultimately solve problems.Early childhood deep learning focuses on whether children are aware of problems and deep thinking,whether they are engaged,and whether they are internally motivated,emphasizing the engagement of higher-order,critical thinking.Deep learning is an important way to develop children’s good learning quality,and the constructed area is an important field for children’s deep learning,but the deep learning of children in constructed area activities has not been paid attention to,and there is a lack of research on the value of constructed area activities for promoting children’s deep learning.In this study,we investigate the current situation of children’s deep learning in kindergarten constructed area activities,summarize its main characteristics,analyze its influencing factors,and propose strategies to promote children’s deep learning in constructed area activities.Based on Professor Wang Xiaoying’s description of the qualities and logical framework of young children’s deep learning,this study adapted the Evaluation Criteria for Young Children’s Deep Learning Performance in Constructed Area Activities in Large Classes.We compiled our own "Observation Form for Deep Learning of Older Children in Constructed Area Activities" and used the event sampling observation method through non-participant observation to observe the scheduled older children’s deep learning behaviors in constructed area activities in Jilin A,B,and C gardens under natural conditions,determine their deep learning levels,and analyze them using SPSS26.0 software,including the deep learning of older children in constructed area activities The SPSS 26.0 software was used to analyze the overall level,the level of each dimension,and the differences in the depth learning of the older children in the constructed area activities,so as to clarify the current situation of the older children’s depth learning in the constructed area activities.On this basis,we summarized four characteristics of the current kindergarten children’s deep learning in constructed area activities through a combination of observation and interview,and explored the influencing factors from three aspects: children,game arrangement,and teacher support.Based on the above research results,we provide teachers with strategies to promote children’s deep learning in constructed area activities,including deepening the concept of deep learning and following the "child-centered" approach;setting the length and type of activities scientifically and arranging constructed area activities rationally;supporting children with abundant materials in terms of quantity and variety;improving observation and analysis skills and giving children scientific guidance support.We also provide children with scientific guidance and support by improving their observation and analysis skills,and give them warm emotional support by establishing a good play atmosphere.