How to improve teachers ability to observe and analyze children s behavior in games

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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...

In terms of the teacher's "teaching" and the children's "learning", how to observe the children's play behavior is natural.

Hello, I am glad to answer for you: in the teacher's "teaching" and children's "learning", we can observe children's game behavior through the following methods, play is the basic form of children's life, in the game all children's behavior is often explicit, emotions are exposed, so it is easy to be observed and perceived. Observation of children's play is the key for teachers to understand children's play behavior, and through the observation of children's play, teachers can obtain a wealth of information about children's play

The types of games that children like, the toys and game equipment that children like, the play space that children like, the game themes that children are willing to participate in, the way children interact with peers and teachers to nucleate and valuable information about the cognitive and social development of children in games. First of all, teachers should observe whether the delivery of game materials is in line with the children's age characteristics and development needs, because the children's game level is synchronized with the physical and mental development level, the game is the performance of the children's experience, and the game behavior is the reflection of the children's development level. Suitable play materials can stimulate children's game motivation, game ideas, and bow|Evoke children's associations and actions.

Secondly, teachers should observe children's reactions in the game, find out the points of interest, and determine the guidance method and timing, so that children can gain experience in the game and grow gradually. Again, the teacher should carefully observe what difficulties or conflicts the children face in the game, and guide the children in a timely, effective and non-revealing way, solve the difficulties or contradictions, so that they can actively and happily participate in the game, and gain experience from them.

Therefore, it is necessary to weigh clearly before intervening, not to over-intervene, and not to overturn what the child is doing. And. Holding the hands of the children, it is better to let them stand on their own feet.

Therefore, in order to improve the authenticity of observations, teachers should also minimize intervention.

Teachers can pay attention to the following entry points when observing children's play behavior:

1.Degree of participation: Observe the extent and manner of children's participation in the game, whether they actively participate, actively interact, or play more passively or independently.

2.Social interaction: Observe the social interaction between children and other children, including communication, cooperation, sharing, competition, etc., as well as the relationship and relationship style with other children.

3.Role-playing: Observe the roles that children play in the game, the interaction between the roles, and the ability to understand and express the roles.

4.Creativity and Imagination: Observe children's creative performance in play, including imagination, creating characters, scenes and plots, as well as innovative game rules and gameplay.

5.Problem-solving ability: Observe children's ideas and strategies when facing problems, including the ability to seek help, cooperate to solve problems, and solve problems independently.

6.Self-regulation: Observe children's self-regulation ability in the process of play, including concentration of attention, management of emotions, control of behavior, etc.

By observing these entry points, preschool teachers can have a more comprehensive understanding of children's play behavior, discover their strengths and areas that need to be improved, and provide targeted education and guidance to promote children's all-round development and growth.