Why study preschool teacher play for young children

Teachers should measure children's play level in terms of:

One is physiological, the second is cognitive, the third is social development, and the fourth is emotional development.

In the process of children's play, teachers should carefully observe and play the role of "mentor" in the interaction with children, so as to promote children's better play and give full play to children's creative ability.

Only games that are chosen out of one's own inner needs and interests are truly joyful games. Before organizing the children's play, the teacher can observe the children's daily activities, such as what kind of game theme, content and toy materials the child likes to play, what the child is interested in recently, and who the child usually plays with. Based on their own careful observation and understanding, teachers encourage children to freely choose the games they need and are interested in, so as to obtain the happiness of free choice.

As an observer, the teacher should pay attention to the children's play activities and understand the children's intentions, abilities and behaviors. Only by analyzing the observed game behavior can we decide the object and method of guidance, give timely help and guidance, and promote the development of the game. For example, the ability of children in small classes to self-regulate activities is poor, often do an activity for a long time, when the "transporter" of the child repeatedly loads toys, tired and sweaty and does not know how to rest, the teacher observes the game and finds this situation, should help the child to deploy activities in time, and suggests that he go to be a "traffic policeman", sit in the sentry box and turn on the traffic light, so as to get a break.

1.Behavior checklist The behavior checklist is mainly used to check the appearance or absence of important behaviors in the game, and the observer will list the items to be observed, and when this item behavior appears, draw on the item "Use the behavior checklist to compare the game observation system, and record information more quickly. 2...

1. Vertical intervention.

In the game, when a child has a serious violation of the rules of the game or an aggressive and dangerous behavior, the teacher intervenes directly. The purpose of this intervention method is to stop the problems of young children due to lack of safety awareness and self-protection awareness, and it is more suitable for dangerous situations such as physical conflicts between young children.

2. Parallel intervention.

Teachers engage in the game in parallel by manipulating the same or different materials, without directly intersecting with the children. The purpose of this intervention method is to guide children to imitate the operation, and it is more suitable for children who do not know how to play, do not want to play, or play relatively simple. In the construction area, art area, reading area and other areas, the effect of using this method to guide is more significant.

3. Cross-intervention.

Teachers interact with young children by engaging in the game, as one of the characters in the game, or by playing another role themselves. The purpose of this intervention method is to guide children to solve problems or help children enrich the content and plot of the game, so as to improve the children's game level, which is more suitable for children who encounter difficulties in the process of play, or children's game level is stagnant.

The role of the teacher in early childhood play is as follows:

It is the teacher's responsibility to arrange the environment and ensure children's play.

The sentence describing the teacher is as follows:

1. Teacher, you are a hard-working gardener, cultivating the flowers of the motherland into potato ants; You are the Spring Rain of the Thing Family. Nourish the flowers of the Motherland; You are a beacon that illuminates my path; You are a pure silkworm, making contributions in obscurity. Thank you and praise you, teacher.

2. Teacher, you are the hardest working gardener in the world, and every day when we arrive at school, you are already working at the desk in the office. Every day at the end of school, when we come home, you are still in school grading homework ......

3. You are like a candle, although it is weak, but it has a point of heat, a point of light, illuminates others, and exhausts yourself.

4. Vacuum, firmness, humility and simplicity - Shuqiao This is the song you taught me to sing, and this is the road of life that you guide me to take.

5. Teacher, in the light of wisdom emanating from us on this day, there are still flashes of the spark you ignited back then!

6. Teacher, you take care of us carefully, let us develop in an all-round way, let us grow up happily, and let us live happily.

7. Who scattered the rain and dew all over the earth? Who is the one who nurtures the seedlings? It's you, Teacher, that you're a great gardener! Look at the flowers blooming everywhere, which one does not have your effort, which one does not have your smile!

8. Teacher, in the light of wisdom that we exude today, there is still a spark you ignited back then!

9. Your love, the sun is warm, the spring breeze is warm, and the spring is sweet. Your love is more severe than father's love, more delicate than mother's love, and purer than friendship. You, the teacher's love, are the greatest and purest in the world.

10, the spring silkworm is dead to the end, and the wax torch turns into ashes and tears begin to dry!

Summary. That's right, to adjust. Because everyone is different and reacts differently, as a teacher, we must not only take care of the students who respond quickly, but also take care of the slow ones.

Do teachers adjust their own pre-designed games according to children's responses? Why?

That's right, to adjust. Because everyone is different and reacts differently, as a teacher, we must not only take care of the students who respond quickly, but also take care of the slow ones.

Dear, do we have any questions?

What should teachers do when young children are not interested or deviate from the goal of the game during play?

Teachers should actively guide, and teachers should help children expand their ideas in a timely manner, deepen the theme of the game, and improve children's enthusiasm for doing games.

How should teachers reflect after the game? Reflect on what?

Make a self-evaluation of the teacher's performance today. According to the students' "expressions", they can further improve themselves. At the same time, how to improve the theme of the game and how to motivate students? Strive to take care of every student.

Okay, thank you