Building Block Construction Level And Its Relationship With Initiative In 3-6 Years Old Children

Building block construction level refers to children’s building skills shown in building block plays and the complexity of the final work,while children’s initiative in building block plays refers to children’s ability to actively carry out,promote and review building block plays under the impetus of their own internal motivations such as interests and needs.The relationship between the two is relatively close,but there are few empirical studies,and the quantitative research tools for the two are not abundant.Therefore,the researcher positioned the research here,hoping to understand the current status of children’s building block construction level and initiative development,and explore the relationship between the two.In this study,the adapted "Evaluation Form of Children’s Building Block Level" and "Evaluation Form of Children’s Building Block Play Initiative" were adopted to observe and assess the building block plays of 177 children in Z province,the data of children’s building block level and children’s initiative development in building block games were collected.Then,it carries out evaluation and analysis from three aspects: the overall characteristics and differential characteristics of building block construction level,the overall characteristics and differential characteristics of children’s initiative development,and the relationship between children’s initiative and children’s building block construction level.SPSS25.0 was used to analyze the collected data and draw the following conclusions:(I)The development of children’s building blocks is not balanced in each dimension.Children’s spatial relationship is at a good level of development,construction skills,construction representation,balance at a medium level of development,refinement and novelty development is slightly lower than the medium level.(II)There is a significant age difference in children’s building block level,which presents a dynamic development trend of increasing with age;There was a significant field difference in the level of building blocks.Children’s scores in outdoor games were significantly higher than those in indoor games.There is no building theme difference and gender difference in building level.(III)Children’s initiative development is uneven in different latitudes.Children’s attitude towards difficulties is more prominent in this dimension,while their willingness to review and reflect is lower.(IV)There are significant age differences in children’s initiative,which are different due to their own characteristics;There was a significant field difference in initiative,and the score of outdoor games was significantly higher than that of indoor games.There was a difference in the theme of active construction.The scores of building and transportation were significantly higher than those of machines or weapons.There is no gender difference in infant initiative.(V)There is a significant positive correlation between children’s initiative and building block level.Among them,the attitude of making choice plan and facing difficulties can positively predict the level of building blocks.Based on the research results,the following educational countermeasures are proposed:(I)Attach importance to children’s initiative and promote the development of building blocks.Teachers need to pay attention to children’s game plan and help children clearly set up goals;Make use of post-game talk or game sharing relief,use questions to enhance the discussion of the game,and promote the game to a high level of development.(II)Pay attention to the age characteristics of children and teach them according to their aptitude.According to the development characteristics of children in different age groups,different materials are put in place to provide different game support.(III)Increase the opportunities for outdoor building block games to meet the needs of games.Give children more opportunities for outdoor construction and sufficient playing time,and pay attention to the problem of material placement and storage.(IV)Enrich life experience to support the development of games.Through guidance,field visits,peer sharing and other forms to accumulate life experience,rich theme building.