Design and implementation of kindergarten role games

Contents

1. Definition of the concept of role games 2

(1) Definition of the concept of role games 2

(2) Roles Definition of game goals 2

2. Misunderstandings in the design and implementation of role games 3

(1) Teachers’ insufficient understanding of the status of designing role games 3

(2) The role games designed by teachers are not very applicable 3

3. Scientific design of role games 3

(1) Preparation of activity materials 3

(2) Preparation for the activity 5

(3) Process of the activity 5

(4) Guidance during the activity 6

(5) Evaluation and reflection 7

4. Strategies for implementing role games 8

(1) Principles that must be adhered to in guiding children’s games 8

(2) Guidance measures to be taken by teachers 10

Reference 11

Acknowledgments 13

Design and implementation of role-playing games in kindergarten

? Guo Jili

Abstract : Role-playing games are also called role-playing, that is, children in kindergartens play different roles. Role-playing games are games that reflect children’s impressions through their imagination and creativity. Role play is the most typical and distinctive game in early childhood. It is also an important part of the kindergarten curriculum and is of great significance to the development of children's cognitive and social communication abilities. The design and implementation of role-playing games in kindergartens does not pursue temporary effects, but hopes to provide a good environment and conditions for children's physical and mental development in this way, so as to promote the comprehensive development of children's abilities in all aspects.

At present, kindergartens in our country do not pay enough attention to role-playing games. There are problems such as children's lack of adaptability to games and insufficient awareness of game characters. This study mainly focuses on the design and implementation of role games in kindergartens, focusing on the analysis that teachers should take educational goals as the basis to design and implement role games in a planned way. Allow children who participate in role-playing games to choose the content and partners of the game according to their own wishes, and enable children to actively explore the surrounding things.

Keywords: young children; role games; design; implementation

Contents

1. Definition of the concept of role games 2

(1 ) Definition of the concept of role games 2

(2) Definition of the goals of role games 2

2. Misunderstandings in the design and implementation of role games 3

( 1) Teachers’ insufficient understanding of the status of designing role games 3

(2) The role games designed by teachers are not very applicable 3

3. Scientific design of role games 3

(1) Preparation of activity materials 3

(2) Preparation of activities 5

(3) Activity process 5

(4) Activities Guidance in the process 6

(5) Evaluation and reflection 7

4. Strategies for implementing role games 8

(1) Principles that must be adhered to in guiding children's games 8

(2) Guidance measures to be taken by teachers 10

References 11

Acknowledgments 13

The design and development of role-playing games in kindergartens Implementation

? Guo Jili

Abstract: Role-playing is also called role-playing, that is, children in kindergarten play different roles. Role-playing games are a kind of game that uses children's imagination and creativity. , a game that reflects young children’s impressions.

Role play is the most typical and distinctive game in early childhood. It is also an important part of the kindergarten curriculum and is of great significance to the development of children's cognitive and social communication abilities. The design and implementation of role-playing games in kindergartens does not pursue temporary effects, but hopes to provide a good environment and conditions for children's physical and mental development in this way, so as to promote the comprehensive development of children's abilities in all aspects.

At present, kindergartens in our country do not pay enough attention to role-playing games. There are problems such as children's lack of adaptability to games and insufficient awareness of game characters. This study mainly focuses on the design and implementation of role games in kindergartens, focusing on the analysis that teachers should take educational goals as the basis to design and implement role games in a planned way. Allow children who participate in role-playing games to choose the content and partners of the game according to their own wishes, and enable children to actively explore the surrounding things.

Keywords: young children; role play; design; implementation

The design and implementation of role play inkindergarten

Guo JiLi

Department of education, Yibin University, Yibin, Sichuan, 192001774

Absrtact: role play is also called role play, that is, kindergarten children play different roles. Role play is a kind of game that reflects children's impression through children's imagination and creativity. Role play is the most typical and characteristic game in early childhood, and it is also an important part of kindergarten curriculum, which is of great significance to the development of children's cognitive and social interaction ability. Kindergarten Design and implementation of role -playing game is not the pursuit of temporary effect, but hope to provide a good environment and conditions for children's physical and mental development in this way, so as to promote the comprehensive development of children's ability in all aspects.

At present, China's Kindergartens do not pay enough attention to role-playing. There are some problems, such as children's weak adaptability to the game and insufficient recognition of the role of the game. This research focuses on the design and implementation of role- playing games in kindergartens, focusing on the analysis that teachers should design and implement role-playing games on the basis of educational goals. Let the children who participate i

n the role-playing game can choose the content and partners of the game according to their own wishes, and make the children actively explore the surrounding things.

Key words: Children; role play; design; Implement

1. Definition of the concept of role play

In recent years, with the continuous development of early childhood education in our country, preschool education has attracted more and more attention. Parents hope that their children can play in kindergartens. Can develop well and learn knowledge through games in kindergarten. How to design and implement role games is an important issue facing my country's preschool education.

(1) The concept of role-playing games

Role-playing games refer to teachers placing various materials in a planned manner based on educational goals and children’s development levels, thereby creating an activity environment so that children can In a relaxed and harmonious environment, you can choose the learning content and cooperation partners according to your own wishes, and you can also operate and explore independently during the role-playing game. It is of great significance to the development of children's cognitive and social communication abilities, and plays a great role in the healthy development of children.

(2) The goal of role-playing games

Role-playing games are activities that allow children to complete independent learning through role-playing according to their own interests and wishes. Every game has goals, and different games have different goals. The same goes for role-playing games, whose purposes include five major areas: language, science, society, art, and health. Children have strong imitation abilities and strong learning abilities. Role games hope that children can learn more useful knowledge while participating in the games, and can also enhance children's knowledge through the extension of role game activities. The development of role-playing games can enhance children's self-esteem and self-confidence, and provide each child with opportunities to express his or her own strengths and gain successful experience.

Misunderstandings in the design and implementation of role games

(1) Teachers lack understanding of the status of designing role games

Some teachers conduct role games with young children In the process, they just walk back and forth next to the child to ensure the safety of the child; or when the child encounters difficulties during the game, he will directly solve the difficulties encountered by the child; some of them will carry out the process of character writing with the child. They even adopt a laissez-faire approach to children and let them complete the game by themselves, regardless of the child's psychological dynamics and the current stage of the child's cognition and operation of the game.

The following is a brief explanation of what I observed during my nearly four-month internship in J Kindergarten in Y City from September to December. I am in J Kindergarten Xinyuan, and most of the teachers are Implement teaching and arrange environment-related topics as the main focus. When children were playing role-playing games, teachers watched the children play while doing the work at hand. They failed to promptly correct problems that occurred during the games and did not provide correct guidance to the children. For example: There is a child with a strong personality. When playing role-playing games and restaurant-themed performances, the child always arranges for other children to play roles that he does not want to play. Many children go to complain to the teacher. At this time, the teacher only focused on doing what he was doing, and verbally reminded the child to negotiate with other children. The teacher did not take any practical actions to guide the child in a timely and correct manner. Therefore, teachers need to improve their professional quality through learning and training.

(2) The role games designed by teachers are not very adaptable

Some teachers set “roles” in role games unreasonably, resulting in children’s adaptability to the game characters. Not strong. The main manifestation of poor adaptability is that children are dissatisfied with their roles and want to change roles; some children do not even have the right to choose roles.

For example, before playing with the doll house, we can let the children observe what mom and dad are doing at home, see how mom washes dishes and vegetables, and what dad does after work. After that, the father of the doll family learned to read newspapers and watch TV after get off work. And the mother also knows how to take care of the doll and do housework.

Second, teachers should purposefully enrich children’s experience. In addition to acquiring knowledge in life, we can also enrich young children's knowledge purposefully and consciously. For example, if a child in middle class wants to open a barber shop, you can organize the children to visit nearby barber shops. Let the children see how the barber cuts hair, how to receive customers, and let the children know the tools used for haircuts. Children who have knowledge and experience will perform better in games. During one game, I observed the game in a barber shop as a customer. Xiaoyun, who was in charge of reception, immediately asked me to sit down and took out many pictures of hairstyles for me to choose. Then he took me to wash my hair, and finally asked the barber Zhixing to give me a haircut. Young children show reflections of real life in their play.

(3) Activity process

1. Determine the theme of the game: When determining the theme and content of the role game, fully listen to the opinions of the children and discuss and determine based on the children’s points of interest. Game theme.

2. Formulate game rules: In role-playing games, teachers should first guide children to formulate game rules. For example: before the game, guide the children to discuss correctly: what the role they play will do in the game, how to do it, etc., to ensure that the game proceeds in an orderly manner.

3. Help children enrich their knowledge about all walks of life: Through stories, discussions, picture displays, community visits, etc., children can enrich their knowledge and experience about all walks of life, and promote the game to continue to deepen. develop.

4. Flexibly choose the form of indirect participation or direct participation for role-playing guidance: In role-playing games, teachers should mainly use indirect guidance methods to help children organize and carry out games, and can also directly participate in the games. , play a role and promote the development of the game plot. In role games, teachers are both guides and supporters of activities. Therefore, teachers must skillfully change their roles in order to better promote the development of the game.

(4) Guidance during the activity

Careful observation by teachers is very important in role games. Only by observing each child's performance in the activity can we provide good and effective guidance. Role activities. However, many teachers do not observe carefully during role games. Some teachers are completely involved with the children and ignore their own guiding role. Teachers should pay attention to observation at any time to understand the activity level of children. When children encounter problems that cannot be solved, teachers' intervention can prompt the role-playing to continue. After many children arrive in kindergarten, they really have activities to interact with their peers. However, children will more or less have conflicts in their interactions. At this time, teachers can observe carefully on the sidelines, allowing children to gain more experience in conflicts and try to solve problems on their own. When children cannot resolve conflicts by their own means, teachers provide suggestions to help children eliminate conflicts.

Role games are somewhat difficult and challenging. They will have conflicts during the role games and do not know how to continue playing. Teachers must be good at observing the children's status. For example, in the role area of ??one class, child A is playing the role of an architect using building blocks to build a "tall building", while child B is playing the role of a pilot and playing with airplanes next to child A. Whenever child A builds a "tall building". When it was finally set up, Child B's "plane" drove over and knocked down the "tall building" that Child A had built with great concentration. For this situation, the teacher must first conduct careful observation to determine whether Child B's behavior is a real behavior. "Aggressive" or "destructive" behavior. Through observation, the teacher can find that the behavior of child B did not cause "displeasure" to child A. Whenever the "tall building" was knocked down, child A quickly started to build the "tall building" again, as if waiting for child B to fly. arrival. This performance of the two of them tells us that the two boys are now playing a cooperative "game" in tacit understanding.

If we do not carefully observe the child's behavior, we mistakenly judge the behavior of child B as an "aggressive behavior" and stop it, interrupting the child's cooperative play and causing unnecessary interference.

Teachers’ guidance should pay attention to methods and timing of intervention, so that children can freely discuss and communicate during role-playing games. Make full use of educational resources for communication and cooperation among children to promote the effectiveness of role-playing games for children.

(5) Evaluation and reflection

Children often understand themselves through the eyes of others. In role games, teachers’ evaluation is an important means to develop children’s self-confidence. Teachers can make children have a sense of success after each activity by actively using longitudinal evaluation. It can also be done through communication between teachers and children, so that children can share the experience of role games, actively explore problems in role games, and improve the level of role games. Teachers can also ask outstanding children to talk about how they play based on children's reflection. How to choose roles; teachers can also give comments and guide children to discuss and solve existing problems in role games, allowing children to think of ways to improve the arrangement of role games on their own, and cultivate children's problem-solving abilities through open comments.

Teachers should provide reasonable education on the problems caused by children in role games. In role-playing games, teachers should make full use of the problems that children encounter in the game to provide random education, leaving time for children to learn and think independently. Teachers should make good use of this phenomenon in role games so that children can gain experience in random education, develop independent learning habits and problem-solving abilities, and experience success and joy.

Teachers should also focus on creating a relaxed environment and atmosphere in role games, fully respect children, allow children to choose and freely exchange roles according to their own wishes, and create relaxed, harmonious and free activities Atmosphere, stimulate children's desire to explore, and cultivate children's autonomy and creativity.

Case: Carry out the role play of "I am a little actor" in the big class role game. The little actor's house has always been a favorite of children. Teachers can put a large number of headgear, hand puppets, hats, various costumes, etc. in the role-play area. During several activities, the children played many roles they wanted to be and gained some game experience. In order to increase the fun of the game, the teacher can inspire the children to make bold assumptions before the game: "play the role of the most impressive person in life." As soon as they were told, the children started their own division of labor: some wore police uniforms and became little policemen; some put on fireman's hats and played the role of fireman uncles; some two or three worked together to open a supermarket... This group of children I made a major discovery during the free acting: if you want to act the most similar and appropriate, you must carefully observe the scenes in life. They played little policemen, firefighters, and supermarket owners, and the children also played the role of the bride and groom. The youngest child was also allowed to sit in the sedan chair and play the game of carrying the sedan chair. Children continue to improve in an environment where they play together with their peers, and role-playing games are also an important key to children's progress. Therefore, teachers should pay attention to giving children opportunities for self-development, and at the same time ensure that children have the dominant position in role games. Cultivate children's independent innovation and learning abilities.

4. Strategies for implementing role games

(1) The principles of guiding children’s games must adhere to the characteristics of children’s physical and mental development

Before children play games, teachers should Games are organized according to the characteristics of the children in their class, so teachers must know the children well enough, be able to distinguish the difference between children's physical and mental development and adults, and be able to carry out games from the perspective of children. In this process, many teachers will regard the recognized characteristics as the characteristics of the children, so this should be avoided. For example: designing a character like a "robot waiter" that has no language activities from beginning to end, or letting children sit and repeat a certain action monotonously, or even the teacher single-handedly controls the plot changes of the entire game. This is not so much a game world created for children as it is a play directed by adults.

Teachers should also avoid blaming children too much for their gaming behavior, and should not criticize children in order to enhance the educational nature of games. Example: I believe that police officers should always stand on their posts and must not step beyond the bounds, otherwise they will be regarded as undisciplined; gatekeepers must guard the door and are not allowed to do other things, etc.

In the process of children playing role games, teachers should fully respect the children's own wishes. Maximize the children's autonomy in the game. From the determination of the game theme to the assignment of roles to the arrangement of the plot, children should be allowed to make their own choices. However, children's activities according to their own wishes do not refer to passivity and passivity in education, but careful management and respect for children as the core.

? Mentoring games are effective through a unique gaming experience between the player and the mentor. Especially in role games, the kind of command-oriented guidance method that sets various rules and precepts for the game will not allow children to have a pleasant game experience; similarly, the kind of instruction that only passively follows the child and when trouble occurs , fireman-like guidance that only blames the child will also interrupt the child's gaming experience and make the child unhappy. Indirect guidance requires teachers to be in the children's game environment, but not to play with the children from beginning to end, but to carefully observe the children's surroundings. When the children need it and the teacher deems it necessary, they can give guidance as a game character so that the children can get timely information. Hint and guidance, this method has been proven to be effective in practice.

(2) Guidance measures to be taken by teachers

Because children do not have a clear understanding of risk factors, they do not have the ability to resist danger. Therefore, early childhood teaching institutions need to provide a safe and reliable area for children to carry out game activities. For example, during the decoration process, non-polluting materials are used to lay teaching equipment to reduce irritation to young children. During the design process, bright colors should be used to attract students' attention, improve students' enthusiasm for participation, and lay the foundation for a good classroom atmosphere.

Teachers should focus on developing children's imagination. Young children have naturally rich imaginations, but the content expression is not specific enough. Therefore, cultivating young children to express imaginary things will have a great impact on children's future learning and life. Kindergarten educational institutions should add game content to kindergarten game courses to help cultivate children's imagination. Teachers should also carry out various forms of games. In actual teaching, most teachers ignore this point. If children are always allowed to play one kind of game, it will not be able to meet the children's growth and development needs of various abilities, and it will not be conducive to teachers achieving teaching goals. In early childhood teaching, teachers should adopt different game forms according to different teaching contents, modify the games in a timely manner when encountering problems, and constantly introduce new games. Enriching the types and methods of games can better attract children and enable them to learn more knowledge in games.

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