Role play is a typical play for early childhood, and is one of the most important play activities for young children, It’s also a favorite activity that can bring great joy and satisfaction to young children.. It not only enables young children to develop in various aspects such as cognition, language, emotion, and sociality, but also helps to improve their collective initiative and development level. So teachers need to provide appropriate guidance. However preschool teacher generally have the dilemma of not guiding or not knowing how to guide role play, which largely limits the functions of role play. This phenomenon urgently requires appropriate theories as the basis for play guidance.
Some studies have explored the importance of teachers' participation in role play for early childhood development based on cultural history theory, but the role play guidance is rarely studied based on the contradictions and problems arising from the interaction between people and the environment, and the guidance function for early childhood development is mainly limited to individuals. Activity theory regards the environment of people as the overall activity system, and believes that the continuous interaction between the elements in the overall activity system analysis unit produces contradictions and problems, and promotes the collective development of people in the process of solving problems, which provides inspiration for the teaching guidance of role play. Based on the practical dilemma of role play teaching guidance and the new progress of activity theory, this study explores the concept, type, function of role play teaching guidance for young children and the process and conditions of its functional realization.
This study uses a combination of theoretical research and case studies. The theoretical research draws on the theory of extended learning and formative intervention in activity theory, clarifies the concept, type and function of children's role play guidance, and explores the teaching guidance process and guidance conditions of children's role play. Using the case study methodology, using observations, interviews and physical collection, it lasted for 7 months to test the theoretical ideas formed.
The results of the case study are as follows:
1. The one-sided and vague view of teacher's role play guidance. 2. The role play guidance process is finding, analyzing and solving fewer problems. 3. The results of role play guidance are manifested as children's low development level and low collective initiative. 4. The elements of the teacher's guidance activity and children's play activity system do not meet the guidance conditions. 5. The activity elements related to the role play guidance process involve the teacher's guidance activities and the elements of the children's play activity system.
The conclusions of the study are as follows:
1. Children's role play teaching guidance refers to the fact that teachers and children under the constraints of a certain social and cultural environment, through observing the development level and initiative of children's role play as the main intermediary, in continuous shared thinking, using dual stimulation guidance methods, guiding children to discover, analyze and solve problems, in order to develop mature role play level and improve children's collective initiative. The types of children's role play teaching guidance can be divided into guidance to guide children to find problems, analyze problems and solve problems according to the formative intervention process. The teaching and guidance function of children's role play is to develop a mature role play level and improve children's collective initiative. The case study found that teachers' one-sided and vague view of role play guidance was manifested in unclear understanding of the purpose of role play guidance, one-sided understanding of observation content, one-sided and unreasonable understanding of intervention timing and intervention methods, and lack of knowledge of how to share thinking with young children, resulting in less discovery, analysis and problem solving, and low level of children's role play and collective initiative.
2. The realization of the teaching guidance function of children's role play needs to go through the following guidance process: to observe various activities in which children participate before the play, to observe the development level of role play and children's initiative in the play, and to review the activities before and in the play as the mediation after the play, and to use the guidance method of double stimulation to guide children to discover, analyze and solve problems related to the development level and initiative of children's role play. The case study found that teachers had low double stimulation effectiveness, one-sided observation, and less discovery, analysis and problem solving in the guidance process, which was manifested in low children's role play development level and collective initiative. This validates the idea of activity theory that extended learning achieves collective development in continuous discovery, analysis, and problem solving, and that collective agency is an act related to double stimulation. The case studies also found that fewer problems were found because of one-sided observations; Less correct analysis of problems because fewer problems are found, or problems are found but no contradictions are found, or contradictions are found but contradictions are not correctly decomposed; Fewer problems are solved because fewer problems are found or problems are found but not analyzed correctly. The case study results refine and enrich the extended learning process.
3. The realization of the teaching guidance function of children's role play includes the following guidance conditions: for each element of the teacher's guidance activity system, the guide subject exerts its initiative; The guiding object is based on the recent development area and shared by teachers and children; Guidance intermediary means that teachers have a reasonable play guidance concept, comprehensive observation, and analysis and monitoring of problems; The guiding community is a mycorrhizal guiding community; The guidance division of labor and rules reflect the complementarity of the division of labor and are conducive to the guidance of role games. For each element of the children's play activity system, the play subject exerts its initiative; Play objects should be shared collectively by young children; play mediation is mirror material, appropriate experience and material, and effective second stimulus that points to the problem; The play community is a mycorrhizal play community; The division of labor and rules of the play are conducive to complementarity and sharing of objects; The results of the play should expand the level of children's role play development and collective agency experience. The case study found that the elements related to role-based play instruction involved elements of the teacher-directed activity system and the role-based play activity system for young children, none of which met the guidance conditions, resulting in low level of play development and agency. This validates the view that the elements of the active system should be guided. The case study also found that, in addition to the conditions found in existing studies, conditions related to play guidance also involve guidance mediation, that is, the teacher's ability to comprehensively observe, point to the analysis and monitor the problem; Teachers guide the subject to exert initiative; Guide the exchange of reflection between communities and between play communities; The sharing of play objects and the play of children's collective initiative. Guiding intermediaries, guiding rules and play communities are the most important guiding conditions, and creating guiding rules that are conducive to play guidance is the key.
Based on the above conclusions, it is suggested that teachers should have a reasonable concept of role play guidance when teaching and guiding role play. In the process of role play guidance, children should be guided to discover, analyze and solve problems; Teachers, kindergartens, parents and young children work together to create favorable conditions for role play instruction.
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