Is there a contradiction between teachers' participation in games and children's spontaneous willingness to play? Why?

There is no contradiction between teachers' participation in games and children's voluntary participation in games, because both are based on the development of children's maximization. We discussed the educational role of games in children's development from the perspective of games and children's development. Below we will discuss the importance of teachers' participation in games from the perspective of teachers.

First, teachers' participation in children's games can improve the safety of children's games. Because games are children's spontaneous activities and unpredictable. Is the game content suitable for children? Is the material of the game safe? What problems will suddenly appear during the game? This kind of problem children is unpredictable. At the same time, due to the imperfect physical and mental development of children, they lack the knowledge, experience and ability to deal with security risks. Therefore, it is particularly important for teachers to get involved in games in time. Teachers are the guardians of children's safe games and undertake the mission of escorting children's safe games. Teachers pay close attention to the content, venue, materials and process of children's games, and at the same time combine regular inspection with anytime inspection in management, and combine special inspection with teachers' immediate inspection to minimize the possibility of unsafe activities. In addition, teachers can consciously cultivate children's self-protection awareness and sports ability in games, and improve their active safety awareness and preventive ability. Studies have proved that children with strong sports ability have a lower incidence of safety accidents. The teacher's intervention enables children to enjoy the fun of the game calmly and stay away from danger.

Secondly, teachers' participation in children's games can improve children's game level, especially children's role consciousness, social behavior norms and positive emotions. Sutton Smith and others compared the differences between the two groups of children. The results show that there is no significant difference in the total number of children's contact with specific children between the two groups, and their scores in general language and cognitive ability progress are similar, but the children in the "game teaching" group are better than those in the "skill teaching" group in imaginative activities and role substitution preferences in free play time. Under the purposeful and conscious environment creation, material transmission and guidance of teachers, children's game ability can be improved.