Discussion on the effective implementation of independent play activities in kindergartens

Abstract: Outdoor independent play in kindergarten is an important part of kindergarten activities. Kindergarten outdoor independent play requires suitable environmental space, reasonable time arrangement, age-appropriate material selection, effective play guidance, and diversified play forms. By organizing outdoor independent games, children can not only fully enjoy the fun of outdoor independent games, but also meet their various developmental needs; It also cultivates children's positive attitude and good behavior habits of being proactive, confident and optimistic, brave to challenge, dare to explore, willing to cooperate, good at discovery, diligent in thinking, and lays a good foundation for lifelong learning.

Keywords: kindergarten; self-directed gaming; Interesting; Good foundation

introduction

Outdoor independent play combines the outdoor environment with children's autonomy, and is a game activity that children choose to carry out according to their own interests and hobbies in the outdoor environment, which fully reflects the fun and selectivity of the activity. Carrying out children's outdoor independent play is conducive to enhancing children's motor ability, promoting the development of children's social communication ability, expression and communication ability, and learning cognitive ability, and also helps to cultivate children's good learning quality, such as focused inquiry, not afraid of difficulties, active creation, etc. Therefore, it is necessary to carry out independent play activities in kindergartens.

1. Ensure that young children are the main body of the game

1. Respect the age characteristics of young children

There is a lot of age difference between teachers and children, so teachers should pay attention to respect the age characteristics of children when intervening in children's games, and understand children's feelings in games from the perspective of children. When teachers intervene in children's play activities, they should fully consider the game motivations, skills and ideas of children of different ages, and prepare different forms of independent play activities for children of different ages on this basis, so as to maximize the educational effect of children's open and independent play. If the main content of open independent play does not meet the age characteristics of children, it will reduce the effect of teachers' intervention in games, and then affect the realization of children's open independent play education goals. It can be seen that teachers' respect for children's psychological characteristics is an important factor for them to intervene in games and improve the educational effect of game activities.

2. Give young children the right to dominate the game

Children are the main body of play in open and independent play activities, so teachers should appropriately give children the right to control the game, and fully preparing the materials required for play activities is also the embodiment of teachers' effective intervention in game activities. When preparing play materials, teachers should fully consider the diversity, versatility and interactivity of materials, so as to provide more options for children's open and independent play activities and enrich the content of play activities. At the same time, the prepared play materials should have the function of varying the difficulty to ensure that children of different ages can use them. In addition, the materials used in the game should be in line with the interests of young children, so as to mobilize their enthusiasm and give full play to the educational value of play activities and the positive role of teacher intervention.

3. Arrange game time and space reasonably

Reasonable arrangement of game time and space is an important way for teachers to effectively intervene in game activities and improve the effect of education, in order to ensure the main position of children in open and independent play activities, the following principles should be followed when arranging play time and space. First, the open play schedule should be adapted to the physical and mental development of young children, and too long or too short a time will affect the educational effect of play activities. Second, the arranged play activity space should meet the educational needs of the activity and provide sufficient exploration scope for young children, so as to ensure the educational effect of open and independent play. Third, keep the play time and space open, and adjust the play time and space at any time while ensuring the safety of young children.

Second, starting from the needs of children, provide children with a variety of game materials

Even if young children are willing to play outdoors, it is difficult to carry out games without the necessary play materials as support. Different age groups of children on the demand for game materials characteristics are not the same, as the age of children, the image of the concrete toys will gradually be replaced by complex materials, the older the child on the material exploratory requirements, therefore, we in the layout of children's play environment and put in the game materials, to pay attention to the age and personality characteristics of children to distinguish the construction and delivery, such as small class children to carry out outdoor independent play need to pre-arrange the theme environment, to provide it with visual, fixed game materialsto help young children become familiar with the play environment and integrate them into the play environment faster. When children get older, the choice of game materials, game themes and content can be transferred to the hands of children, and children will decide to choose independently. Therefore, teachers according to the characteristics and performance of children's activities, for children at different levels of development to put different game materials, such as the game environment of small class children needs to be fixed, put game materials to be image, for middle and large class children set a big theme background to let children choose, arrange and develop independently, only from the actual situation of children to put game materials, arrange the game environment, in order to maintain children's interest in inquiry, promote children to continue to deeply participate in outdoor self-help games.

Third, the guidance strategy of outdoor independent games

Effective guidance by teachers is a key factor in improving children's outdoor independent play level. Effective guidance is often based on effective observation. In outdoor independent play activities, teachers can record children's game progress based on in-depth observation, analyze children's game behavior, make correct judgments on each child's game behavior, and find out the guidance strategy that matches it, and implement guidance in a targeted manner, so as to guide children to carry out in-depth games and maximize the development of each child.

Emphasizing children's autonomy in outdoor play activities does not mean that outdoor play activities are laissez-faire activities, teachers just stand aside as bystanders to maintain order, safety inspections, or just to be satisfied with adding some auxiliary play materials for children. Teachers must take responsibility for effectively instructing young children's outdoor play activities. (2) Based on this understanding, teachers need to do the following four links to effectively guide children's games: First, teachers should actively explore and tap a variety of game content and resources suitable for children, and be good at setting new tasks and increasing new difficulty. Follow in your toddler's footsteps and provide appropriate support. It is necessary to constantly adjust and put in new materials according to the interests of young children. It is necessary to guide children to play in depth and deepen children's play activities step by step. Second, we must be good at interpreting children's play behavior and giving timely guidance. Before the game starts - grasp the children's inner thoughts, understand the unique feelings of the children, activate the children's existing experience, and let the children decide what to play, how to play, and who to play with. In the process of play, focusing on individual exploration and sharing learning, teachers should be good at observation, pay attention to the interests of children's games in a timely manner, intervene as needed, skillfully guide children to use their existing game experience to transfer new experiences, and trigger the development of children's games in an all-round way. After the game, teachers should assist children to share and exchange new materials, new problems encountered, and solutions to new problems, etc., to help children integrate, improve, and construct the core experience of the game. Third, in children's outdoor independent play activities, teachers do not directly teach new experience of games, but through independent play, children observe, feel, explore, discuss, communicate and share. Fourth, to improve the quality of children's outdoor play independent activities, teachers must carry out effective and targeted guidance, so that children can enjoy themselves happily in a stress-free, harmonious and relaxed atmosphere. In the guidance, children in the kindergarten should use more suggestive materials or logical guidance to help them analyze, think, generalize and transfer. Kindergarten children should use more inspiring or suggestive words. Young children in the kindergarten need to use language that encourages appreciation and materials that are childlike to stimulate their interest in participating.

4. Strengthen the connection between children's outdoor independent play and daily life

From the current design status of outdoor independent games in domestic kindergartens, it can be seen that there is not much connection between these outdoor games and children's daily life, and such outdoor games cannot be effectively brought into children's daily life situations and lack realism. In actual teaching, teachers should first understand the life situation of children, extract various elements of life through children's life level, and add them to outdoor independent play, so that the game can be based on the real level of life. In the teaching of kindergarten at all stages, it is necessary to effectively distinguish the differences between kindergarten, middle class and small class, strengthen the connection between children's independent play and children's actual life, and increase children's sense of substitution. Teachers need to strengthen the construction of teacher-student relationship in the organization of children's outdoor independent play and improve the emotional interaction effect of teachers and students. Kindergarten teaching activities can organize students to participate in extracurricular activities in their spare time to enhance children's life experience. On the one hand, games built in children's daily life environment can improve children's social participation, on the other hand, it can strengthen the relationship between teachers and students, and help teachers and students emotional communication, which is also the key to children's healthy physical and mental growth.

epilogue

In short, outdoor independent play is one of the important ways for children to learn and grow, teachers should pay attention to mobilizing children's enthusiasm and autonomy when guiding children to participate in outdoor independent games, respect children's choices, so that children can actively participate in the game, fully express themselves, and get exercise in the game to promote all-round development.

Bibliography:

[1] ZHANG Cui. Observation and guidance strategies of teachers in children's outdoor independent games[J].Contemporary Family Education,2020(9):70-71.)

[2] Xu Ali. Analysis of safety management methods of outdoor independent play in kindergarten[J].Contemporary Family Education,2021(3):54-55.)