What are the ways to guide children to play?

For teachers, the guidance in the game process is an open process of interaction with children. This interactive process requires teachers to master certain skills or strategies, and has a strong ability of improvisation and flexible application in practice, so the guidance in the game fully reflects the scientific, artistic and creative nature of preschool teacher education.

Teachers need to intervene in children's games when guiding games. The purpose of intervention is to guide children to continue playing games, promote the development of children's games to a higher level, and thus improve the quality of games. Teachers guide children's games in the following ways:

(A) parallel intervention method

(B) Cross-intervention method

(3) vertical intervention method

Parallel intervention method

Parallel intervention refers to teachers playing games with the same or different materials near children, aiming at guiding children to imitate teachers. Teachers play the role of suggestive guidance, and teachers' guidance is implicit. When children are not interested in the new teaching materials provided by teachers or can't play, don't like to play, and can only play in one way, teachers can intervene and guide them in this way.

Using the guidance of parallel games can convey adults' attitude towards children's games and enhance children's interest in games. At the same time, the behavior of adults has become an example for children to refer to, which is conducive to children mastering game skills. The possibility that guidance becomes interference is avoided to the maximum extent.

Example of the situation:

A boy is building a "building" with building blocks, but he puts a small building block under it and a big building block on it, so the "building" is always not high and "unstable". In this case, the teacher can sit next to him and build a "building" with a pile of building blocks, saying, "I will put the big building blocks below and the small building blocks above, so that my building will be built very high."

Cross-intervention method

Cross-intervention method means that when children need teachers' participation or teachers think it is necessary to guide them, children invite teachers to play a role in the game or teachers themselves enter the children's game, and play the role of guiding children's games through the interaction between teachers and children's roles. When children are in an active position, teachers can play an auxiliary role.

Example of the situation:

The teacher went to the doll's house as a neighbor, pretending to find that the doll had a fever, and advised the "father" and "mother" to take the doll to the "hospital" to see a doctor or ask a doctor, so that the original boring game plot could be unfolded.

In the post office game, the teacher plays the role of "sender" but pretends that he doesn't know how to write the postal address or paste stamps, and he doesn't know how many stamps to paste, which attracts the post office staff to take the initiative to introduce and enriches the children's role dialogue in the game.

In the game of "vegetable market", teachers play the role of customers, buying things that are not available in the market, such as "kelp" and "soft-shelled turtle", causing children to find substitutes themselves, replacing "kelp" with paper strips and "soft-shelled turtle" with small flat bottles, thus giving full play to their enthusiasm and creativity.

Vertical intervention method

Vertical intervention method refers to the direct intervention of teachers when there are serious violations or aggressive and other dangerous behaviors in children's games. The teacher's guidance is clear. For example, in games, when children fight for toys, or play games such as "death", "hanging" and "violence", teachers should directly intervene and guide them. This way is easy to destroy the atmosphere of the game and even stop the game. Under normal circumstances, it is not advisable to use it more.