Briefly describe the role of the teacher in the intervention of young children in play.

Answer: the roles of teachers can be categorized into the following two ****6 types according to the level of their intervention in play. (I) Non-supportive roles

①Non-participants

In kindergarten we often see that when young children are playing, some teachers use the time to busy themselves with other things. In the absence of adult participation, children's play is often of a single type, with a low level of socialization, a simple plot, and often very noisy.

②Directors

If teachers intervene in play as directors, telling children what to do and what not to do, and taking complete control of children's play, they are likely to undermine children's play and turn it into a "child's game" rather than a "child's game".

(2) Supportive Roles

①Observer

The teacher observes children's play from the sidelines and uses verbal or non-verbal signals (e.g., nods, smiles) to show concern for the children's play, so that the children will feel the support and approval of the teacher.

②Stage manager

The teacher does not participate in the play, but actively helps children prepare for the play and is always available to assist in ongoing play, such as responding to children's requests for materials, assisting children in setting up the environment, and making appropriate suggestions to extend children's play.

③***Players

Adults actively participate in children's play as equal play partners, usually playing small roles and indirectly influencing play through some strategies of suggestion. In this case, the adult generally follows the original course of the game and allows the children to dominate the game.

④Play leader

Often, when children are having difficulty initiating play on their own or expanding on what they are doing, the adult actively participates in the children's play, exerting more influence on the children's play by suggesting new themes, introducing new props or plot elements to expand on existing ones, etc.

Adults are often involved in children's play as equal play partners, often taking minor roles and indirectly influencing the play by suggesting strategies.