American psychologist Carnegie believed that success is equal to 30% of talent and 70% of interpersonal relationships. The twenty-first century is a diversified society, our children will face a more open, more competitive, interpersonal relationships more diversified society, this time only rely on intelligence is far from enough, a person with good physical and mental development and strong social interaction skills, in order to adapt to the future of the highly competitive, ever-changing society, in order to achieve real success. Therefore, the development of children's communication skills has received our general attention. Psychological research shows that early childhood is a period of rapid development of a person's social interaction ability, and it is the key period for his or her socialization. Through interaction during this period, young children can learn social interaction skills such as cooperation, sharing, coordination and helping others.
The Guideline for Kindergarten Education states, "Kindergarten education should respect the characteristics of young children's physical and mental development and learning, and take play as the basic activity." The German theorist and practitioner of early childhood education, Flaubert, said in his The Education of Man, "Early childhood play is not unimportant. It's very serious and has a profound significance The various kinds of play in early childhood are the germ of all future life; for it is in play that the whole man develops and expresses himself, in his most tender disposition, in his innermost inclinations." As Flaubert said, play has a vital role in the development of young children. In kindergarten, role play is most suitable for the needs of young children's physical and mental play development, and it is one of the most typical, characteristic and social forms of interaction. In role play, children's level of role play and their status in the minds of their peers have a significant relationship to the formation of their social skills. By playing roles, using imitation and imagination, children creatively reflect real life, experience and solve interpersonal problems, thus eliminating self-centeredness and actively participating in interactions to achieve harmony with the environment. At the same time, the conflict in the game may lead to an imbalance in the children's cognitive process, triggering the children to harmonize with the surrounding environment, and to learn and develop from it, in order to further develop the children's ability to interact with each other.
The middle school age is a critical period for the development of children's social skills. At this time, both the level of cognitive development and the interest and need for interaction tend to mature. Young children's vision is no longer limited to the self-centered small world, they will feel happy because they play with their peers in the game; they will also feel happy because they successfully serve their peers in the game. They are eager to socialize with their peers, but very often they do not know how to do so. After discovering such a problem, I thought carefully and finally decided to start from the role play that children are most willing to accept, and guide children to learn interaction through role play and master some effective methods of interaction. Because the outstanding feature of role play is that the theme, role and plot of the game are according to the interest, will and experience of children, which is very suitable for the needs of children's interaction. It can be said that role play is the paradise of young children's interaction.
I. Role play provides young children with opportunities for social interaction.
The interaction between young children and their peers is very important to the development of young children. In the interaction, young children gradually familiarize themselves with the people and things around them, understand their own and their peers' thoughts, behaviors, desires and requirements, understand other people's thoughts, behaviors and emotions, and learn interpersonal skills such as sharing with peers, mutual modesty and cooperation. Role play is the starting point of social interaction for young children. In role play, children learn how to get along with their peers, how to deal with and coordinate the relationship between peers, **** with the completion of activities. For example, in the "doll's house" game, the children themselves assigned to discuss the role of who is going to be the mother, who is going to be the father, who is going to be the baby. Dad is in charge of cooking and mom is in charge of bringing up the baby. Everyone does his or her part, and they move around as a family. For example, children playing the snack bar game must decide, after choosing a game, who will play the boss and who will play the waiter. They must decide for themselves what the boss is responsible for doing and what the waiter should be responsible for doing. In this **** with the process of discussion and decision-making, children learn to cooperate with each other, mutual humility, but also the development of friendly relations between peers. Only in role play can children have the opportunity to socialize with each other in this way. Moreover, in role play, children need to combine their own real-life experience, through playing various roles, to imitate the adult's interaction behavior, experiencing the feeling of success or failure in their interactions, to accumulate and distinguish the correct way of interaction, so as to selectively internalize into their own interaction experience.
Secondly, the development of speech also provides the preconditions for the interactions of middle school children in role play.
Vygotsky believed that early self-talk by young children is important for them and has interactional significance. He believed that this self-talk would become more and more concise with age, but would not disappear completely, only becoming more internalized and eventually converted into internal speech to regulate their daily behavior. In middle childhood, language development has been relatively stable, which provides the preconditions for interactions between young children. In the whole process of children's interactions, the most frequent accompaniment is inter-language interactions. Middle-aged children have realized that when interacting with their peers, they have to express their behavioral intentions verbally in order to make them clear to each other. In role-playing, this kind of verbal expression is also based on the children's experience of having a certain degree of expressive ability. Usually, it is related to the children's life experience, and the children will imitate the language expressions of adults in their life to interact with each other. I remember that when Xiaoyu first started working at the bank, she knew that she had to use language to remind the customers to line up and not to push. And she carried a lot of small chairs and asked the people in line to sit down and wait.
It is clear that Xiaoyu must have been to the bank with an adult and used her own life experience to develop the game plot. In clear language, Xiao Yu reminds the customers in line to follow the rules of the "bank" game, and also conveys the experience of the game to today's customers through his verbal expression. Of course, Xiaoyu is a child with strong verbal skills, so he was able to use his best verbal expression to interact with more peers in the role-playing game and gradually develop his interaction skills.
Three, role play, easy and pleasant mental activity environment, stimulate the enthusiasm and initiative of young children's interaction.
The early childhood is in the consciousness, casual attention, casual memory, thinking, imagination and other psychological functions and personality formation and development period, the desire of young children to participate in activities are often established in the game, for young children to create a relaxed and pleasant, no oppression of the environment, in order to stimulate young children to take the initiative to interact. In role-playing, without the direct observation or intervention of adults, young children's psychological environment is usually more relaxed, and they can easily immerse themselves in their own play situation, and most of them show the most natural and real state. During the observation, we found that most of the children, whether they are usually extroverted or introverted, are willing to take the initiative to socialize with their peers or happily accept their peers' initiative to socialize with them in role-playing under the premise of emotional stability. Yueyue is a little girl who doesn't like to talk much, but she usually likes to play "Doll's House", in which she and her father discuss what kind of food to cook, and then she discovers her own play materials among the toys around her to assemble a platter. The "dollhouse" dad loves to play with him as well. She likes to carry the dollhouse to the small theater to watch the show, and will take the sick doll to the "doll hospital" to see a doctor. Although Yueyue's language expression is not as expressive as her body movements, she is able to take the initiative to socialize with other children, and her interest in socializing is naturally aroused in the relaxed and pleasant atmosphere of each game. According to the age characteristics of the middle class children, we have designed some games such as: doll's house, supermarket, barber store, hospital, fast-food restaurant, bank, etc. Every day, we guarantee the children's play time. The children are guaranteed play time every day, and the content of the games is completely free for the children to choose. In the process of children's active play, there is bound to be active interaction. In the process of constant interaction, the development of the game plot is enriched. At the same time, the development of the game plot can increase the frequency of interaction in the game. This virtuous circle, from the root to stimulate the children in the role of the role of the game in the interaction of enthusiasm and initiative.
Fourth, the role of the game, the living material activities of the environment, but also for the children's interaction to create the material conditions.
The place of play, equipment and toy materials are the material environment for young children's role play, and these material environments also play an important role in stimulating young children's desire and interest in play and in promoting interactions among young children. When carrying out role play, we start from the children's life experience and create play materials and environments that are close to the children's lives, so that they can recognize and understand the society through imitation. In role play, the materials we provide are partly practical instruments with life characteristics. For example, the medical equipment in the hospital; the pots and pans in the doll's house, this kind of play materials can make the children quickly understand the theme of each area of the game, and they can quickly participate and take up the corresponding roles. The other part of the play materials is also made up of some waste materials from life, but they are simple objects and materials with a low degree of realism to develop children's imagination. Then, for the intermediate children who already have some social cognitive experience, the living game materials can help the children to connect the real life with the imaginary roles, and through the hints of the game content and the provision of the game materials, the children can easily and smoothly enter into the role situation in the process of the game. And because of the inevitability of the interconnectedness of each game in the role of the game, the interaction between the game environment and materials, which also makes the interaction between the children is bound to produce interaction, that is, interaction.
It enriches the children's life experience, develops the game plot, and makes the children learn to have a healthy interaction in the role play.
Role play is the children's reflection of real life, the richer the children's life experience, the role of the game content will be more abundant, novel, role play in the interaction will be more frequent. Rich life experience is the prerequisite for children's interaction behavior in role play. Young children's life experience mainly comes from their families and kindergartens. In our usual teaching and learning activities, we utilize all available opportunities to enrich children's life experience in ways that are acceptable to them, such as in teaching activities, major festivals and field trips. For example, when we go out to visit, we guide the children to pay attention to the contents of the posters above the supermarket entrance; observe the arrangement of goods in supermarkets and shopping malls; and watch how the cashier's aunts collect camps. When children have this sensory experience, they may show it in their role-play in the future, but it is unlikely that the content of the game will be extended. Therefore, we not only guide children to know what they know, but also let them know why they know it. Help the children to recall the content of the visit, the poster is a free tasting of a certain kind of food in the supermarket poster, and then inspire the children to recall their own daily life experience, the supermarket can have what other services? Brainstorming, and summarized that there are delivery, free bagging and so on. In this way, in the usual role-playing, the children will have more content to imitate, the game plot is further developed, and more rich interaction activities can be carried out.
The increase in the frequency of interactions in role play is certainly a welcome change. However, I also found that there were benign and positive aspects of the children's interaction behavior, as well as the emergence of some negative and negative words and actions. Of course, this is inevitable. Each child comes from a different family, and the individual differences between children influenced by different family environments are very obvious. As teachers, we guide every child to use more benign interactions in the process of interaction. First of all, we teach children how to use positive interactions, what is a positive interaction? In role-playing, use civilized and polite language; learn to play together; learn to try to discuss and decide something with their peers***, and so on. In this way, under the premise of continuous enrichment of experience, children in role play, but also slowly be able to learn to control their own behavior, so as to gradually develop the behavioral habits of benign interaction. Secondly, explain to the children that positive interaction is the correct way of interaction and a way that peers are happy to accept. Guide children to establish the awareness of benign interaction and tell them that only by adopting benign interaction can they make more friends. Once again, it is about constantly reinforcing the concept of virtuous interaction behavior in young children. In the role play, when the children use benign methods of interaction, I will give timely affirmation to guide the children to experience the joy of benign interaction, in order to help the children to consolidate the awareness of benign interaction.
The teacher's timely guidance and inspiration in role-playing is an important means of developing the children's ability to interact with each other.
First of all, teachers should learn to observe children's role play. Observation is the premise of timely intervention in the game, "implementation of education, observation first." Only on the basis of full observation, teachers can make correct judgments about the game, make targeted guidance to help young children to obtain development, and make their game can be extended, the content of interaction can be expanded. Only through observation can teachers know whether children need more time to play, whether the materials can promote children's interactions, and whether children's interactions are benign. It is only through observation that teachers can understand the content of children's play and promote their interactions on the basis of children's interests and needs that they can avoid interfering with children's play on the basis of adult's needs and perceptions.
Secondly, we need to use the right methods to guide children's play, and we need to use different methods to guide children's play when they have different abilities to interact with each other. In the "MIC" clothing store, we provide a variety of textures of colored paper and calendar paper, the purpose is to let the children themselves through the drawing, cutting and pasting method to produce a variety of fashion to sell. As a result, after a month of playing the game, no one asked for it. At this time, I used these materials to make very beautiful clothes, decorated with bright colors, and sold them to the actors in the small theater. Seeing this, the next day the clothing store was crowded again, and the children were active again, busy making all kinds of clothes to sell to the customers. I used the parallel intervention method. The purpose of this kind of cueing is to guide the children to imitate, so as to achieve the interconnection between the games and promote the development of the children's social skills. For different situations in role-playing, there are usually different methods of instruction. Xiaoxiao chose to play the "Dojimi" mini-theater game today. After trying to twist the rice-planting song to the music over and over again, she finally succeeded and went around looking for her little friends to come and watch, but they were all busy. But everyone was busy. At that moment, I immediately moved a chair over and sat down to watch her perform. Seeing Xiaoxiao succeeding over and over again, I quickly applauded. My applause attracted other children, and more people came to watch the show. I hurriedly explained to the audience that they needed to buy a ticket to watch the show, and they all made the gesture of buying a ticket before they sat down to watch the show. From then on, when watching the show in the small theater, the actors stipulated that they had to buy tickets to enter the show. This approach to play instruction is a cross-intervention approach. The children invite the teacher as a role in the game or the teacher himself plays a role to enter the children's game, through the teacher and the children's role to role interaction, play a role in guiding the development of the children's game plot. In this way, it promotes the interaction between children in the game and helps them to clarify some social norms so that they can interact more orderly in the game.
Third, the role of peer influence is one of the important factors in the improvement of young children's ability to interact.
From the point of view of early childhood development, a person from a natural person at birth to later become a social person, is the result of a series of socialization. There are many factors that influence the development of socialization in young children, but peers play an important role in their socialization. In role-playing, it is also easy to see that there are many links between young children's social behavior and the way their peers behave. In most cases, it should be said that peers are one of the positive factors that attract young children to participate in play interactions. Moreover, in addition to imitating and learning from adults in their lives, young children learn most of their interaction patterns from their peers. In the game, the interaction between young children is in an equal atmosphere, and this interaction environment attracts them to imitate and learn each other's behaviors, and to form certain interaction patterns in the ****same activities. Every day, there is definitely a difference in the interaction skills of several toddlers who play in one area. In my observation, I found that even Jiejie, who is usually not good at expression and communication in a group, would take the initiative to socialize with his peers very actively and generously in the game because of his good friend's ****same game every day and the rendering of the game situation. This is of course due to the long-term, positive influence of his peers, because Tian Tian's way of interacting behavior is something he can accept, agree with, and even like, so it can be absorbed by Jie Jie invisibly in the game. In and peers *** with the game, will let the children in gradually release themselves, produce to peer learning motivation and desire, in the continuous imitation behavior, the children themselves will learn to get some of the more recognized experience of interaction and thus internalized for their own use, which is the role of peers in role games to promote the development of young children's ability to interact with the embodiment of the role of the role of the game.
Fourth, the effective evaluation after the game, to help children share the experience of interaction, can promote the improvement of children's ability to interact.
For young children who are not very logical and systematic in their way of thinking, it is rare for them to consciously summarize their experiences and gains during the game. Thus, the evaluation of the game after the session is inevitably indispensable. Teachers' evaluation of the children's games not only can understand the children's level of interaction at this stage, but also can guide the children's games in a targeted and more effective way, and promote the development of the children's abilities in all aspects of the game. At this stage, the observation in our class focused on the interactions of the middle class children in role play. Therefore, in the evaluation of the game, in addition to the focus of the guidance for the day's game and children to analyze, put forward some good ideas and views, we also focus on guiding children to communicate with each other in the role of the game in their own interaction behavior, what problems have arisen, and inspire children in a variety of forms to **** with the discussion, to put forward solutions to the problem. From a variety of perspectives, to share their own experience of the game. For example, after the game is over, we encourage children not to pack up the game materials first, directly with their own characters to participate in the evaluation. This has proved to be a meaningful way to evaluate. Evaluating when the children's sense of context is still strong can help them associate some of their own behavior in the game, and it's also easier to identify their own problems in the game. For example, in today's evaluation, we focused on the discussion, "Are there more customers at the bank?" At this point, I guided the children to see the children with decals on their heads, and it was obvious that the activity of "deposit and send decals" adopted at the bank today was very successful, and promoted the children's interactions with the bank's "deposit" game plot. Through this kind of evaluation, more children will be aware of the recent changes in the game, and the children's sense of interaction between games will be further strengthened. In this way, not only can help the children to obtain more information on interaction, to make up for the shortcomings of the game in the game can not be everything, but also on the children's interaction of the situation to summarize, general, to help me more purposeful and planned to guide the children's role in the role of the game in the behavior of interaction.
Role play conforms to the nature of young children's love of play, imitation and expression. The process of role play is a process of active participation and independent learning by young children, which combines play with the real life of young children and allows them to gradually accumulate experience in the process of observing the world around them. Through playing roles, they reflect the world in their eyes in imaginary actions, situations and interactions.