Autonomous Games refers to the actives and active process of children's free choice, autonomy and spontaneous communication in the certain play environment, according to their own interest needs, to achieve the happiness and... [ view full abstract ]
Autonomous Games refers to the actives and active process of children's free choice, autonomy and spontaneous communication in the certain play environment, according to their own interest needs, to achieve the happiness and satisfaction. The process which also makes children's interests to be satisfied, gives a full play of creativity and helps continuously improvement of their personalities. Teachers play an important supporting role in children's autonomous games. This article concerns how teachers provide effectively supports to the autonomous games of 2 to 3 years old children.
Action research method has been applied in the research, the researchers found the phenomenon that children were not interested in the new games which be provided in the building corner. According to collected related information by observation, the researchers analyzed the reasons, gave some solutions and improved the action. With the continuous observation for the children’s reflect, the researchers optimized the practice continuously.
In the study, the researchers conclude the teacher’s support strategies for 2 to 3 years old children’s Autonomous Games as follows:
1. The games need to grasp the age characteristics of children of 2 to 3 years old. 2 to 3 years old children’s games interests and behaviors originates from their life experience, the teachers need stand in the children’s perspective to think game creating.
2. Explore the variety play ways of materials. When teachers found an interesting play way of children, it is an good entry point to explore the other different play ways for maintain the children’s interest in the games.
3. At last, to adjust the game base on the children’s development continuously. Teachers support is a process of sustainable development, it needs the teachers optimized the practice continuously based on the children’s reflection.
