How to create a good game environment

1, the current situation of China's family game environment

In many families in China, the living room has the most space, but the living room is a special place for adult parties, and children don't have many opportunities to play in the living room. Parents are afraid of children breaking things, children generally can only play in their own small room or balcony, but the balcony is actually not a safe place for children to play, children in the balcony game is likely to have accidents. And after children go to elementary school, because parents ask children to focus on learning, so the children's room mainly become a place of learning, children's play time and space is even less.

In addition to space and time for play, the physical environment for play also includes materials for play. Toys are one of the most important play materials. Although parents buy many beautiful toys for children to play in the family, most of the toys nowadays are the products of industrialization, and the businessmen regard children as consumers, and the toys they produce are only concerned about pleasing children, regardless of the relationship between toys and adult life, the relationship between toys and children's development in all aspects, and the consistency of toys with social values and morals. Children are surrounded by a variety of unwanted toys that stimulate their senses but not their imagination and creativity.

Finally, most parents in our country are influenced by the traditional concept of education (that learning is the most important thing for children, especially after elementary school), which makes it difficult for them to have a comprehensive and objective understanding of the game, and the relationship between parents and children can reach the degree of equality and cooperation.

In short, because most parents in China have not yet realized the need to create a good play space for children in the family, to provide children with good play materials, to give children sufficient play time and to create a good atmosphere for children to play, children usually have little opportunity to play freely and happily in the main living area of the family.

2. The creation of a family play environment

When organizing and designing a family, parents should consider not only their own needs, but also the needs of the children.

Parents should recognize the value of the main activity areas in the home for children. One expert suggests "creative ways to turn the kitchen and living room into spaces for adults and children to enjoy." In this way, children can play in a wider range of spaces in the home, with parents participating in their play, watching them from nearby, and allowing children to invite their peers to come and play with them in the home. Experts also point out that "in any public **** area of the home, we can provide children with activity corners and appropriate toys or play materials." It is not the number of toys and play materials that counts but their suitability and developmental benefits. Although families do not need to set up as many spaces for children's games and activities as nurseries and kindergartens do, some small spaces for children's games appropriately set up by parents in the communal **** areas of the family will make children feel their place in the family and will make them feel that playing at home is just as rich in fun. For children entering elementary school, the quality of learning and the quality of life will be improved if parents also make a point of setting up spaces for children to play at home, so that they can find a place to relax after a stressful day of study.

Parents want to create a good play environment for their children, in addition to focusing on the physical environment such as play space and play materials, parents should not neglect to create a good social environment for children. The social environment of the game in the family mainly refers to the parenting style of the parents in the family, the relationship between parents and children, the atmosphere of the family and so on. In order to create a good social environment for play, parents should first establish an equal and cooperative relationship with their children, and a good relationship can lead to a good family atmosphere. In a good family atmosphere, children can play easily and happily. Secondly, parents should realize the importance of games to children, should stand in the children's point of view to see the game, seriously treat the children's games, and let the children feel the parents' support for their own games, for example, if the parents have time to join in the children's games, and play with the children. It can be said that the physical and social environments of children's play in the home are closely linked, and both are indispensable, **** the same influence on the quantity and quality of children's play at home.

Outdoor play environment in the family neighborhood

1, the status of outdoor play environment in the family neighborhood

The author remembers that once on the game theory and toy culture research class, the teacher asked us to draw their own ideal children's playground, when we drew out the playground environment left a deep impression on the author, a **** the same is the place of the game are all outdoor, with trees, grass and water. The author was impressed by the play environment drawn by everyone at that time, and one of the **** similarities was that the playgrounds were all outdoors, with trees, grass and water in a natural environment. The author had interviewed a group of post-80s people and asked them about their memories of childhood games, and the author also found that their impressive childhood games were all played outdoors. It can be said that compared with indoor games, children tend to favor outdoor games with more space and closer to nature. However, the space for children's outdoor games nowadays is obviously shrinking compared to the space for children's games in the 1970s and 1980s, and the people born in the 1980s interviewed by the author generally played their childhood games in outdoor courtyards. With the development of China's economy, land resources are becoming increasingly tight, urban residents are living in more and more high-rise buildings, there are few large courtyards for children to play in, and children's access to vast, natural areas for outdoor play is becoming more and more scarce. Some researchers have investigated various types of residential areas in Songjiang District, Shanghai, and found that most of the residential areas, including the new so-called "noble settlements" in the children's playground is relatively small, monotonous forms of activities, a single landscape and the lack of design, and some of the neighborhoods although there are some game facilities, but more mixed in the fitness of the community's residents in the field.

I noticed that many of our playgrounds are highly structured play space, generally placed in a number of fixed by the metal apparatus composed of conventional sports facilities, a single, scattered scattered again on the soil, lawn or concrete, such as warping boards, slides, bars, carousels, and swings and so on. This kind of playground has many limitations, and can not well meet the needs of children in various aspects. One of the drawbacks is that children's play in such playgrounds is more homogenous, in which all toys and climbing equipment are fixed to the ground and there are no play materials for creativity. As a result, this type of venue triggers children's motor-functional play more often, while children's imaginative play occurs less frequently. Disadvantage number two is that it is prone to safety issues, with hard surfaces and iron equipment easily traumatizing children. Disadvantage three is that children mostly engage in solitary and parallel play in such playgrounds, and the level of socialization of play is low.

2. The creation of outdoor play environments in the vicinity of families

In general, although many residential areas have now established children's playgrounds, the author believes that the environment of these playgrounds is flawed and that they do not meet the needs of children very well. Children's playground is by no means just a site for placing game activity equipment, but should be a place, a natural space full of interesting activities. The modern playground should be a paradise for children, a compensation for modern urban children in the modern man-made built environment. The ideal playground in the author's mind should meet the following requirements:

First, the playground is the best place to have grass, trees, and water in a beautiful natural environment. As described in Mr. Lu Xun's pen, he liked the Hundred Grass Garden as a child, where children can get endless fun and natural richness of the table, cultivate love of nature, love of life sentiment. Children's playgrounds should be planted everywhere in a variety of trees and flowers, but also to establish a specialized plantations, pastures, ponds or streams. In the plantation planting some easy to live vegetables, fruits and flowers, in the pasture to raise some children like rabbits, puppies, kittens and other animals, in the creek to raise some fish, children can play in the stream and fishing. All of these make children's playgrounds and nature integration, children can find all kinds of fun in these places, but also to stimulate children's interest in a variety of plants and animals and desire for knowledge.

Second, children's playgrounds should provide some open, creative and natural play materials. First of all, some metal instruments should be changed to wooden, plastic or glass rigid system, which can reduce the occurrence of danger. Secondly, in addition to play facilities fixed on the ground, some movable facilities and equipment should be placed, such as trolleys, movable balance beams, rollable plastic tires and so on. Playgrounds can also provide models such as locomotives, horseback, submarines, spaceships, castles, airplanes, dinosaurs, and so on. These movable facilities and various models can trigger a variety of children's pretend play and stimulate children's imagination and creativity. Playgrounds should also provide children with natural materials, a researcher pointed out that "nature can be found at any time everything (stones, leaves, shells, wood chips, kernels, etc.), as well as daily life in the waste objects (spools of thread, plastic vials, waste cardboard boxes, etc.), some of which in the eyes of the children can become their favorite play materials." [1] The author believes that these natural materials are both safe and practical for children, and that they can experience freedom, create fun and develop from these materials.

Third, in residential areas should try to pick open space to establish children's playgrounds, in children's playgrounds should be based on children's age characteristics and preferences set up a variety of children's play areas, for example, children like to play mud, sand, stones, water, wood, that can set up a special sand play area, play mud area, water play area and construction area. A researcher pointed out that: "children like to hide in some small cave-like place", can be created in the playground plant maze, tree house, hiding place, fence peeping hole and other hiding and exploring the area. Some children like to play the doll's house game, the playground can build some small wooden houses, wooden houses placed in some of the kitchen utensils and furniture, so that children play role-playing games in a more realistic scene. Playgrounds can also have picnic areas under the shade of trees, vine-covered paddocks, fire pits for warmth or cooking, and hidden corners for reading. All of these play areas will make children stop and contemplate and experience all the wonders of the world, and children will be able to do a lot of things that they would not be able to do in a crowded urban area.

Fourth, to create a fully functional playground, it is important to take into account the different needs of children of different ages and their stages of development. Early children like to play pretend games like "dolls' house", while children after entering elementary school, the open pretend games are decreasing, and more start to play some regular games, such as catching up games, various ball games, jumping games and board games, and so on. Children's playgrounds should provide a variety of play materials for children from toddlers to older children. For example, balance beams, climbing tunnels, climbing tires, swings, and various props for pretend play are more appealing to younger children, while taller bars, rock climbing, skipping ropes, shuttlecocks, hula hoops, and a variety of ball games and chess venues provide more interesting and fresh challenges for older children. In addition, if the playground also needs to receive children with disabilities, their special needs must also be fully taken into account.

Fifth, the safety of children's playgrounds is undoubtedly very important. First of all, the playground and the surrounding environment should be safe and comfortable, such as roads, paved areas, water bodies, rocks and plants should be safe; secondly, the activities of the field of play should be suitable for children's age characteristics; again, the activities of the field of installations should be selected in line with the relevant safety standards of the apparatus.

In short, the playground should be from "constructed", "high technology", "artificial", "design", "standard", "design", "design", "design", "design", "design", "design", "design", "design", "design", "design", "design" and "design", "design". ", "standard" level to "natural", "creative", "attractive ", "unique", "mysterious", "interesting" and "rich" dimensions. " dimensional extensions. [6] Playgrounds should allow children the freedom to loiter, explore and engage in creativity so that they can truly become a playground for children.

School play environment

1, the current situation of the school play environment

In China, children's games in the early education stage are increasingly supported by parents and teachers, nurseries, kindergartens and some early childhood education centers are generally based on the curriculum of the game. The creation of the game environment is the most important part of the creation of the environment in these early education institutions. At present, good kindergartens in some developed areas of China generally strive to create good physical and social environments for children to play, but there are still quite a number of kindergartens in some economically underdeveloped areas with unsatisfactory play environments. Due to the lack of funds and the small size of kindergartens, the physical environment can only provide children with some small and simple playgrounds and a small number of single play materials; in the social environment, due to the generally low quality of teachers in these kindergartens, they are not experienced enough in creating play environments and guiding children's play. A researcher investigated the first and second kindergartens in Yuxi City, Yunnan Province, and pointed out that the problems in creating play environments in these two kindergartens were mainly the lack of space for children to play, the traditional activity materials, the rigidity of the play time, and the teachers' lack of knowledge and experience in creating play environments for young children.

After elementary school, children enter the formal school education stage, in the concept of many people, the game is separated from the formal school education, children enter the elementary school is no longer like kindergarten as the main way to learn through the game, they are generally in the classroom sitting quietly to listen to the teacher lectures, into the people think of the formal learning stage. The elementary school classroom is no longer a place for children to play, but a place for children to learn about various subjects. Play becomes an extracurricular activity for young children. The space for children to play is greatly reduced when they enter elementary school, and even the playgrounds in elementary school are only for children's physical education classes. Nonetheless, with such a lack of space for play, the playground has become the main place for children to play at school. However, the author has interviewed some primary school students who complained that the space in the school playground is too small and there are no facilities and materials for some of the games that they would like to play, which is not conducive to their play. Secondly, the time for children to play has also been greatly shortened, and children can generally only play during recess or after school. In addition, the social environment for children's play is also unsatisfactory. Teachers in elementary school are generally mainly concerned with children's learning and seldom provide support and assistance for children's play, sometimes even restricting and hindering children's play because they think that the games they play affect children's learning, for example, some teachers suggest that children's learning time should be increased while the time and frequency of children's recess should be reduced. Teachers are unable to create a favorable psychological environment for children to play, so that they can play freely after learning.

2. The creation of school play environment

The author here mainly discusses the creation of play environment in kindergarten and elementary school. First of all, I would like to discuss how to create a suitable play environment in kindergarten. The creation of kindergarten play environment includes both indoor and outdoor parts. The author believes that the creation of outdoor play areas in kindergartens can be based on the specific conditions of each kindergarten, drawing on the creation of playgrounds, which is the playground environment in the neighborhood of the family that has been discussed earlier. Therefore, I will not discuss the creation of kindergarten outdoor play area. Next, the next major kindergarten indoor game environment creation.

Kindergarten is a specialized early childhood education institutions, kindergarten curriculum is mostly in the form of games, so the kindergarten indoor game environment is more specific, detailed and rich than the family game environment, and with a strong educational significance. First of all, kindergarten classrooms should be set up according to children's interests and needs of a variety of indoor play areas, such as blocks, books, art, music, crafts, role-playing areas and so on. Complementary areas in these play areas should be close to each other and open to each other, such as the block area and the "doll's house" area in the role-play area. This creates a link between activities and improves the quality of play. The book area in the play area should be farther away from other noisy play areas to avoid interference. Secondly, children should be involved in the layout of the indoor play environment, so that children and teachers can work together to set up the play environment. Mr. Chen Heqin once said, "The layout of the environment also passes through children's hands and brains, and the environment laid out through children's minds and hands can make them more aware of the things in the environment and love them more." This section requires teachers to provide children with a large number of finished and semi-finished products and to encourage children to actively engage in the creation of play environments and to create play environments according to their own wishes; children will be more comfortable and confident playing in play environments that they themselves have been involved in creating. In addition, these areas should also provide children with sufficient play time and materials, the provision of game materials should be constantly changing, in order to build the game environment with variability, novelty, and game materials should be placed in the children's easy to reach place.

Primary school and kindergarten environment is very different compared to the elementary school did not create a special place for children to play, so the corridors and playgrounds next to the school classroom has become the main area for children to play. At present, many elementary school playgrounds can not meet the needs of children's extracurricular games, there are many schools with a small playground area, playgrounds only for children to play some simple sports facilities. The author believes that the current elementary school playground should be appropriately transformed, so that it becomes an elementary school children in the study of tension through the games to get relaxed, and to promote their development of the main area. Elementary school playground as the elementary school children's extracurricular games as the main place, it can not just a sports ground, it should become an elementary school children's playground. It not only provides children with some running monotonous track, long jump sandpit and table tennis, badminton and other ball use of facilities, but also should have a large area of grass for children to play, play all kinds of games, grass should be planted some wildflowers, so that the environment of the playground is closer to nature, more fun. Children should also be provided with a perfect and safe space and facilities for adventure and complex games such as rock climbing, mazes and splash zones. Satisfy children's needs and desires to explore and challenge themselves, thus preventing them from taking unnecessary risks in the wilderness because they are not satisfied under artificial conditions. In our country alone, a number of children have encountered some dangers due to their regular play along the roads, railroad tracks and rivers.

In addition to focusing on the physical environment such as play space and play materials, kindergartens and elementary school should also create a good social environment for children to play. The social environment of school play mainly refers to the relationship between teachers and children, the relationship between children, and the school's school spirit and classroom style. First of all, teachers should establish a cordial, equal and harmonious teacher-student relationship with children. In kindergarten, teachers should act as their helpers and supporters in children's play. Elementary school teachers should recognize that play and learning are not opposites for elementary school children, that play can be linked to learning, and that play is one of the ways to promote elementary school children's learning. Appropriate use of games by teachers in the elementary school curriculum will stimulate further interest and motivation in learning. Riddles and Scrabble are examples of how teachers use games to promote learning. One researcher has noted that "games during recess can have at least a positive impact on learning." Teachers should not make the mistake of assuming that children's play during recess will have a negative impact on children's learning; as long as teachers are able to guide and support children's play outside of the classroom, these games can not only ease children's tensions in learning, but they can also contribute to children's physical, social, and other aspects of their development. Secondly, a relationship of mutual help and love should be formed between children in schools. Teachers should also establish a relationship of mutual respect, equality and friendship among themselves. It is in this safe, equal and mutually supportive environment that children can play more naturally and with peace of mind. In short, whether in kindergarten or elementary school to establish a relaxed, pleasant atmosphere for children to play is very important.