A Study On The Support And Guidance Of Game Activities In Kindergarten Large Class Puzzle District

For large class children,the development of intellectual activities in the puzzle area plays an important role in the development of logical thinking and other intellectual aspects of large class children.Although the abstract thinking of large class children has significantly developed,due to the characteristics of their physical and mental development,they may encounter problems that cannot be solved independently in various aspects during the puzzle game process.The involvement of teachers can enrich their experience and improve their problem-solving ability.However,in actual teaching,the overall quality of teacher support and guidance for game activities in the puzzle area is generally low.This study investigates the support and guidance of teachers in game activities in educational districts,hoping to help teachers provide more effective and high-quality support and guidance for young children,as well as provide reference suggestions for kindergarten regional games.This study uses measurement and interview methods to investigate the current situation of support and guidance for game activities in the large class puzzle areas of four kindergartens in H City.Among the four kindergartens,A and B kindergartens are puzzle game activities with obvious regional division,while C and D kindergartens are puzzle game activities without obvious regional division.The study uses the "China Kindergarten Education Quality Evaluation Scale(Urban Version)",Score the quality of game support and guidance in the puzzle area from both the game materials and the implementation process of game activities.Through comparing and analyzing the current situation,identify the respective advantages and disadvantages of puzzle game activities with or without obvious regional division,and analyze the causes of the problems.The research results show that kindergartens with obvious regional divisions for conducting puzzle games have more targeted teacher guidance and relatively rich materials,but the difficulty level is not obvious;Kindergartens without obvious regional division have better game sharing links,and young children have more autonomy in material selection and space,but the type of material is not sufficient compared to a single quantity.The four kindergartens urgently need to improve their material replacement,the time when children are allowed to freely use puzzle game materials,and the effectiveness of teacher intervention in game activities.In response to the above issues,this study proposes the following suggestions for teachers to support and guide game activities in the puzzle area:emphasizing the dominant position of young children,extending the opening hours of the puzzle area,enhancing the suitability of materials,enhancing teachers’ professional abilities and educational concepts,and increasing training opportunities and seminar activities related to the puzzle area,hoping to provide reference for teachers to improve their support level and guidance ability,and also hoping to attract the attention and consideration of kindergarten management,so as to promote the common development of teachers and children.