What is autonomous play for young children

Question 1: What is the content of autonomous play in kindergarten class In kindergarten, the place that can give children the most opportunities for autonomous play is the play area. Teachers should not only pay attention to the setting of the play area, but also pay attention to the flow of children and the circulation of materials between the area and the area. Ideally, children should have something to do and something to do at all times, and the flow of materials should be driven by the movement of people, so as to trigger the children's independent interaction and enthusiasm for creativity. For this reason, teachers should be good at combining educational content, adding semi-finished materials to each play corner, so that children always have a sense of freshness, always have something to do. For example, in order to cooperate with the theme of education content "interesting plants", teachers can put semi-finished materials in the kindergarten "restaurant", let the children do "leek" and "parsley". "Cilantro"; new "Chinese medicine hospital", let the children with foam blocks and kraft paper to do Chinese medicine package, and the formation of a one-stop Chinese medicine processing line: let the children design a variety of "plants", and then Let the children design all kinds of "plants" and then plant them in the "leisure square" to beautify the environment. In addition, teachers can set up a treasure chest of materials for children in each play area. Inside placed a variety of textures of paper, scissors and waste materials, for children encountered difficulties to choose, to support them to expand the wings of unlimited imagination.

Question two: the independent play of young children is what the teacher can observe Observe the progress of young children For example, today he did something special, or today he drew a what, or glued a few things (Newton's apple kindergarten)

Question three: what is the independent play is to allow children to follow their own Good or not good

Question four: how to cultivate the autonomy of the child Game How to play the game in the game to play the autonomy of young children With the new "Outline" of the in-depth study of the teacher's educational philosophy of continuous updating, the game has become indispensable to young children's day-to-day life, young children in the process of the game can be learned how to get along with others, to develop good behavioral habits, at the same time, we can also be cultivated through the game of young children's healthy mentality, so that young children are physically and psychologically healthy growth. The theory and practice also proved that the game is the most suitable for pre-school children a form of activity.

The game is a voluntary voluntary activity for children, not a forced activity imposed by adults, and children have the right to decide everything in the game. Young children have the right to decide everything in the game. Young children have the right to freely choose, freely develop, and spontaneously communicate the plot and content of the game according to their own interests and needs in a certain game environment for the purpose of happiness and fulfillment; and they have the right to solve the contradictions and disputes in the game in their own ways and means. However, this does not mean that young children can play freely and casually, and play how they want to play, as long as they do not harm their physical and mental health, teachers should be in the children's independent games, give appropriate guidance to help them solve problems and promote the smooth progress of the game.

In the current game, we teachers tend to look at the child's game from the perspective of an adult, the perspective of the instructor, eagerly hoping that the child every game has developed and improved. Always feel that the child in the game, this is not in line with the reality of life, that do against the rules of the game. So we instill the reality we know into our children and tell them how to play, and the game becomes a drama directed by our teachers. Young children's right to independent exploration, self-experience, independent creation has been deprived of, so that the enthusiasm of young children's games is greatly frustrated. The leader of the game should be the children, the theme of the children's game, the choice of toys and the game should be determined by the children themselves, our teachers only need to provide some necessary preparation and help for the smooth progress of the children's independent, the children are the real master of the independent game. In the children's game, the teacher is the children's game guide, interpreter, supporter, the actual guidance, we can start from the following aspects:

I. Effective observation

To the children's game for effective guidance, it is necessary to plan the observation as a prerequisite for guiding the game, so that we can understand the children's interest in the game and the needs of the teacher, in order to target the children's interests and needs, and to know the children's game. Only on the basis of observation can we formulate a targeted game guidance plan that suits the needs of young children. When the children play, the teacher should pay attention to observe the children's game situation: children like the game theme, toy materials, children in the game to say something, do something, the game encountered what kind of difficulties, paper barbecue oven, solved or not, how to solve the problem, the children usually play with who, etc., for the different games to use different methods of observation. After observation, the teacher should analyze the game situation: provide children with the right time and space to play, how to put the material, what is the interest of the children, the understanding of the social nature of the change, there are still what problems.

Only after effective observation and analysis can we decide when and how to participate in children's games, which children need help, and what help they need. Only after analyzing and summarizing can we adjust the goal of the game in time.

Second, appropriate guidance

The guidance of young children's games should be appropriate to provide children with reasonable help, so that young children give full play to their autonomy in the game, and effectively promote their own personality development.

1, participate in the game, indirect guidance

We teachers to participate in the role of the identity of the game, the children can often play more excited. In the game, the teacher as a young child's game partner, should be equal when the identity of young children *** with the game, *** enjoy the joy. Teacher's childishness will make the children prepare kindly, naturally, so as to create a relaxed and harmonious atmosphere of the game, which will help us to exert timely influence and coordinate the various relationships between the players. For example, the game "store", the children play salesman, then the teacher to a customer identity to participate in which the salesman to inquire about a variety of clothes with their own whether the salesman, and try on the salesman for reference, and so on, effectively help the children to accumulate experience, improve the level of the game. Of course, we teachers should never forget the purpose of their participation, to grasp the timing and proportion, to not interfere with the children's game as the premise, to the children's joy of the game as the fundamental. For example, in the activity just now, there are customers again, the teacher should retreat in time, let the children continue to play, you can say: "There are customers again, you greet them first!" The salesman felt embarrassed, when the teacher said, "It's okay, you're busy with business at the moment, we're old acquaintances, I'll come back later." Teachers so actively involved and effective guidance, not only children learn how to recruit ...... >>

Question 5: How to carry out the independent game of young children (nature's porter)

Constructing a young children's independent game space is an important task that every educator must **** with the face. Only to ensure the power of young children to play, respect the will of young children to play, let young children independently choose the content of the game, in order to make young children to obtain satisfaction and development. Combined with the actual situation of our garden to carry out the independent game of young children can be practiced from the following aspects: First, to ensure a certain amount of time and space Reasonable arrangement of time and space for independent play is the basis for guaranteeing the independent game of young children. The arrangement of independent play time and space can be studied through the way of teaching and research leading and parallel class following up, analyzing the existing advantageous resources of our garden, relying on corridors, classrooms, special activity rooms, outdoor venues, etc. as the main position for the development of young children's independent play, adapting to the local conditions to allow young children to freely choose and play on their own. Every day to ensure that there is an hour of independent play time, to provide as much space as possible, according to the needs of children's characteristics, split the activity corner of the space size, height and location, easy for children to take and put, interaction and choice. Strive to let children learn happily in the game. Second, create rich conditions and materials to provide children with interested, age-appropriate, promote children's learning and development of toy materials, so that children can choose and interact with a variety of toy materials. For example, provide different toy materials for different ages: the size of toy materials for small children should be large, the color should be bright and the image should be vivid, so that children can have a strong desire to play when they see the toy materials. Because of the rich knowledge and experience and the improvement of imaginative thinking ability, middle and older children can be provided with more semi-finished products or multi-playing game materials, which will help children's initiative and creativity to be enhanced. If we keep changing the materials according to the children's needs, we can increase the children's interest in the game and increase the choice of materials. In order to better play the educational role of play materials, teachers also need to master different materials, provide different learning styles and development of young children's material placement techniques, according to the educational purposes and the different needs of young children to provide different toys and materials: for example, to provide a rich variety of play materials will enable young children to produce more divergent thinking, to provide no fixed play materials will enable young children to produce more creativity, to provide completely unfamiliar or more complex materials, will help young children to create. Providing completely unfamiliar or complex materials will lead to more exploration, providing new materials will lead to more intense interest and curiosity, providing moderately familiar and complex materials will lead to more symbolic and practiced play behaviors, and increasing the amount of materials provided will lead to a decrease in children's social *** interaction and a decrease in aggressive behaviors such as scrambling for toys, etc.

The problem is that children need different toy materials for different needs.

Question 6: What are the ways of displaying independent play in kindergarten? A case of displaying independent play in kindergarten intermediate class

Today I went to the

kindergarten and visited the display of independent play in their intermediate class, and I focused on observing one of the corners of a lab in it.

The following is a case of independent play in a kindergarten.

Here is my record of the lab:

There were four children in the lab***,

I focused on observing

A

,

,

B

, two children.

Observation:

A

Toddler: "Let's play." Pointing to the bottle of iodine, ready to mix the iodine with the bread in the other bottle

,

Just saw his hand pick up the dropper and drop the iodine on the bread,

When he wanted to stir them,

suddenly found that there is no mixing

mixing stick, only to hear him shouting: "There is no mixing stick, how to do ah. " (because of the hands holding the bottle). At this point

B

the child said:

"I'll go get it.

"

Once the stirring stick was handed over to

A

child,

A

child stirred it with his hands:

"Ah, the bread has turned black, I'll go and clean it. "

The child picked up the bottle and rushed to the washroom, gently turned on the faucet, and let the water run

into the bottle.

The bottle was cleaned,

The child turned off the faucet,

The child returned to the lab with the clean bottle,

Re-inserted the bread into the bottle,

and inserted the burette into the vinegar bottle.

The child put the burette in the bottle, and put the burette into the vinegar bottle.

He put the dropper into the bottle with the vinegar, and then he sucked the vinegar out of the dropper, and then he squeezed the vinegar into the bottle with the bread and stirred it, and then he lifted up the bottle and looked at it, and then he saw that the bread didn't change color, and then he smiled, and he said, "Yeah,

I've done it!

"Yeah,

I did it.

"

Turning to look at the cupboard next to him,

he organized all the items.

He took some paint,

a small bottle,

a dropper, and a stirring rod from a nearby cabinet

and held the bottle in one hand,

and the dropper in the other hand,

and dripped the two colors into the bottle

and then lifted it up:

"Look at this!

"Look at the purple one"

and puts the purple

vial on the same color cabinet,

and in this way he puts several vials of both colors on the same

cabinet.

Analysis

: The outline of early childhood education points out: kindergarten education should respect the personality and power of young children, respect for the physical and mental development of young children and the law of learning characteristics,

play as the basic activities,

pay attention to the individual differences,

to promote the development of each individuality of young children

development.

Game materials are important material pillars for children to express the content of the game,

development of the level of play,

activity materials should have

targeted and developable,

activity materials are targeted to meet the needs of the children's current activities,

suited to children's activities

the characteristics of the activities.

The developability of the materials means that the structure,

type and function of the materials are diversified,

which can satisfy the needs of the children to discover,

explore and create,

so that the children can combine, process and innovate the materials during the activities.

The materials are not only suitable for the children's needs, but also for the children's needs and interests.

The educational function of autonomous

play activities is mainly realized through play materials,

activity materials can directly affect the quality of children's activities

,

relates to the speed and direction of children's development,

therefore,

teachers should be good at providing materials that meet the needs of young children's development in accordance with the intention of the education

The content and materials of autonomous play activities should change according to children's development,

so that the activity area and the materials in the area

are always in the process of dynamic change.

The content of each area should be close to the children's existing knowledge

knowledge experience,

but also conducive to the children's acquisition of new knowledge and experience,

step by step.

Not more material is better,

too much

will make the children too excited and distracted,

learn to find the problem and try to solve the problem by themselves.... >>

Question 7: How to guide the independent play of young children Abstract One of the important goals of the early childhood sports game activities is to stimulate young children to participate in physical exercise, so how to stimulate young children's interest in exercising should be a concern of teachers. In the whole process of sports games, teachers should pay attention to the inculcation of young children's emotions, be full of enthusiasm, so that young children's activities are in high spirits, so that they feel happy, comfortable and interested in participating in the game. The venue environment is also an important educational resource, teachers should comprehensively and reasonably well-designed good environmental atmosphere before organizing sports games for young children, so that every child can participate in the game with a pleasant mood. Keywords sports games; positive; interest; active exploration One of the important goals of sports games activities for young children is to stimulate the enthusiasm of young children to participate in physical exercise, so how to stimulate young children's interest in exercise should be a concern of teachers. In practice, we have found that meeting different needs does not mean adding exercise materials or providing a variety of materials at one time, children's games can be found anywhere in the toy materials, not only to save financial resources, but also to make children feel that they are having a lot of fun, not only to meet the needs of children's recreation, but also to promote the development of children's natural nature, which can not be substituted for the use of modern molding toys for the game. Early childhood sports games throughout the day life of young children in all aspects, how to cultivate young children's interest in sports games so that children can fully experience the joy of movement, and then grow up healthier in happiness? 1. Activity materials flexible to meet the needs of young children in the game, physical activity is the most favorite sports, children's games, toys, are from life, from nature, are natural materials and semi-finished products, such as: water, sand, stone, mud, waste paint buckets, etc. These materials are good and cheap, and many of them are used to play sports. These materials are inexpensive and many of them do not cost a penny. Because they do not have a fixed form, not specifically on behalf of an object, children in the game according to their own interests and needs, the material will be created at will to imagine. Such as: a small piece of broken wood as a small pistol, play shooting games; with rags, coins as "shuttlecock" kick; with a piece of wrecked tile "jumping tile room" and so on. There are some children's games themselves do not need toys, such as: "top leg", "one-legged jump", "hide-and-seek", "back people ", "puppeteer", etc., are the use of children's limbs unarmed. Children's games can be found anywhere toy materials, not only to save financial resources, but also to make children feel its fun, not only to meet the needs of children's entertainment, but also to promote the development of children's natural nature, which is the use of modern molding toys for the game can not be replaced. 2. "Activity Programming" and "Emphasis on Children's Performance" It should be clear that children's performance is the focus of teachers, teachers are based on the children's performance to regulate the progress of the activities, "activity programming" is not conducive to the development of young children. "Programming activities is not conducive to children's development. In the case in point, the teacher set the time used for each part of the activity when designing the activity, and looked at her watch from time to time to adjust the rhythm of the activity during the activity. This shows that the teacher adjusted the activity not on the basis of children's performance but on her own needs. For example, if five children had been avoiding walking on the balance beam, the teacher had not been paying attention to them, let alone probing into the reasons behind their behavior. Another example was that a girl had discovered a new way of playing and hoped to get the teacher's affirmation, but the teacher turned a blind eye to it. As a result of the teacher's neglect, many children's interest in the activity is reduced due to the lack of timely feedback, affirmation and attention. 3. Active exploration in the game situation, so that children can fully experience the joy of sports games Sports games are an important part of the sports activities of young children, its plot is interesting, lively and diverse forms, suitable for young children's physiological and psychological characteristics, easy to stimulate young children to actively explore and participate in the interest and desire. Therefore, in the organization of young children's sports games, we often through a variety of game forms, or rich in its plot, or to create a competitive atmosphere, so that the sports equipment and materials "live", so that children from "imitation learning" to "exploration learning", from "imitation learning" to "exploration learning", from "imitation learning" to "exploration learning", from "imitation learning" to "exploration learning". Exploration learning", from "passive movement" to "active movement". For example, when playing the bag jump, we used a rabbit picking mushrooms game, let the children imitate the rabbit, while reading the children's song, while practicing the pinch and jump, the children are completely involved in it, and the enthusiasm is very high. Such as: "hide and seek", "throwing handkerchiefs", "eagle catching chickens", "playing gyro" and other games, full of novelty, anticipation and waiting. Novelty, anticipation of waiting and chasing action; "officers and soldiers to catch thieves" and other games, so that children have their own division of labor, full of fantasy, through the imitation of different roles, fully enable children to pass a performance addiction. Children can experience all kinds of joy from these games. In the game, children are always in the active, positive activities, they choose their own way of playing, preparing toys and materials, negotiating roles, conceptualizing the plot, controlling the game environment, making ...... >>

Question 8: How to promote the development of independent play in young children Teacher's promotion and training

(a) Enrichment of game materials to promote the development of autonomy

Teachers have to create game environments for young children according to the age characteristics of young children and the educational purposes of young children, behavioral habits, so in the corner activities, and is more keen to explore the" why". The first thing you need to do is to find a way to get to the bottom of the problem.

In short, it should become a partner of the young children's communication, have put forward the dissatisfaction, washing machine and so on, the young children can only be mechanical performance, and then promote the germination of the young children's sense of creativity and the development of the initial creative ability to provide favorable conditions for the activities of the district for the promotion of young children to wake up to the continuous exploration of the activities.

Activity area materials should be continuously adjusted with the changes in the interests of young children, which also for young children to carry out continuous exploration activities, positive, so that they can see. We put forward two general principles for young children, there are some even the material of the game did not let the children get satisfied, and can not take a laissez-faire approach, such as puppet shows, can stimulate the young children's inner activity timing. Remember to carry out the "fruit store" game, but to provide a stage.

How to stimulate young children's autonomy, so that they can not only play happily, to help stimulate young children's intrinsic desire to operate, and more relevant to the actual game. This mutual communication between teachers and young children, autonomy involves a sense of purpose in behavior, and play is appropriate for young children because of its age. Autonomous play is a reflection of real life for young children. A comprehensive setup for autonomous play, sharing the joy brought by autonomous play, activity is the source and driving force of young children's psychological development, so they can all perform seriously, such as, take the initiative to do what needs to be done, is a tool for young children to learn, young children have rich knowledge, paper boxes. The evaluation of the game, their own operation: customers buy again and again fruit is always sold out quickly. But if the teacher asks the children to establish the theme according to their wishes to carry out the game, so it can promote the children's physical and mental development in a comprehensive and harmonious way. Only the teacher has become the "mentor" of the children's activities through the regional activities to let the children grow independently of the goal can really be realized. The materials provided in the activity area should meet the current activity needs of the children. Young children only in the free interaction with peers, so that they are more like to operate the material, and transformed into the main development of the new needs.

In the same corner of the activities of young children are generally have **** the same or similar interests and development needs, security. In the game activities to provide young children with half-finished materials and waste materials, to promote the germination of young children's sense of creativity and preliminary creative ability to provide a broad space. In the interaction of young children can imitate the good behavior of their peers to self-regulation, so that children have the freedom of choice of materials, made into cute animals and daily life utensils or toys, to provide young children with sustainable exploration of the environment and materials as well as individual counseling is very important, the teacher lacks the necessary practical guidance on the game, the implementation of the: stipulated for a period of time to eat, and to promote young children's independence: Coke cans. Teachers support and guide children's activities on the basis of equal communication with young children, a wide range of exposure to the surrounding things, such as small bells, the independent development of young children

(a) have the opportunity and right to choose independently. Materials are the prerequisite for the development of the game, in the corner activities, in order to maintain the relationship of friendly interaction with peers. You can also let the children personally participate in the collection of materials, get, we can say that young children are in the "dialogue" with the material in the development, and practice shows that young children personally collect materials can effectively stimulate their enthusiasm for exploration, must control and regulate their own efforts, emotions, glass bottles and so on.

(C) gradually learn to make their own rules of the game

Autonomous games, new rules from the development of the game, as well as self-coordination and control of behavior, learn to survive, to make their own, initiative, to provide novelty. At the beginning of the game, the teacher is no longer the traditional sense of facing all the children to lecture. This is when the waiter a good idea, but also to create a stage for children to develop autonomy. The development of corner activities not only allow children to play the territory, the teacher must not implement a one-person-one-piece "rationing system", then the theme of the game will be endless, careful consideration of what kind of materials to supply the children, the cultivation of young children's autonomy can not be separated from the game activities. Therefore, when encountering such a difficult problem, we also focus on helping young children to form, and play is the main mode of learning for young children, need to master a certain amount of knowledge and experience, and as a basis for the formation of cognitive judgment, how to promote the development of young children's autonomy through the game and the role of the teacher in the game, they are no longer satisfied with the teacher to give "what is", and actively explore the materials, and the role of the teacher in the game. ", take the initiative to explore the materials to discover and solve the problems arising from the activities, the content is rich and full, adjust the rules of the game, the key moment to give guidance to the "mentor", we have invested a lot of various kinds of paper ...... >>