When organizing children's activities, teachers will try their best to use various games to develop children's imagination and creativity. In recent years, "one thing to play more" is generally regarded by kindergarten teachers as an important way to promote the development of children's creative ability. However, from the practice of kindergarten education, is this kind of game really conducive to the development of children's creative ability? Let's first look at the following three scenarios:

Scene 1:

During recess, I take the children to play ball games. As soon as they arrived at the playground, the children used their existing experience to play with the ball. I encourage them to play all kinds of tricks. Some of them are practicing throwing and catching the ball, and several children are passing the ball; The other children are patting the ball and kicking the ball. Some of these games were not practiced by children, but were improvised according to my questions. I made a simple comment on them and praised the children who actively used their brains.

Scene 2:

In an outdoor activity, I organized children to play the game of "plastic bags". First, I made a demonstration: I got into my schoolbag and learned to jump like a kangaroo. Then, let the children come up with various ways to play and see who creates more ways to play. After the scattered activities, I observed that the children were not very creative. Many children imitate "kangaroo jump". Only a few children play the game of catching "air" with bags and the game of "somersaulting" on bags. Seeing this, I gathered everyone together and commented: "Some children have just created a very good game. Some children are playing, but they are not playing well. Now, I ask Cheng Jia to tell us about his play ... "

Scene 3:

When I left the park, I provided some ropes and organized children to play rope-spinning games, so that children could play differently from others. During the activity, I asked the children to demonstrate their games. As a result, the children proved it. Secondly, I nodded and praised some children's gameplay: "I saw that Zhou Hao played differently from others!"

From the above three scenes, my educational goal seems to have been implemented, but I find that children's creative behavior in the game seems to be more to cater to the teacher's wishes and get my praise, rather than out of their own game needs.

Nowadays, many kindergartens ignore, interfere with or even destroy children's creative attitude in the process of playing games. To change this situation, teachers should first establish the consciousness that children have the initiative to grow up. Children themselves not only have the potential to create, but also have the need to create, especially when creating services for their obsessed games. Teachers should pay attention to the following three aspects when promoting the development of children's creativity.

First, the cultivation of children's creative ability should be integrated into conscious environment creation, dynamic environment adjustment for children's game needs and meaningful interaction with children, which will have a subtle influence on children. This requires teachers to become keen observers, understand their inner activities from the perspective of children, accept children's unique feelings and expressions, grasp their game clues, and adjust the environment according to children's game process and needs (such as adding game materials that children need in time, sorting out and removing redundant things that may hinder the development of games, etc.). ) to expand children's games.

Because this kind of assistance is aimed at children's game needs, it will not destroy or interfere with children's immersion in the game, which is conducive to the formation of children's creative attitude.

Second, in children's spontaneous and independent games, teachers should create a relaxed game environment for children, and at the same time be an older child who is childlike and can play equally with children. This is conducive to teachers' subtle influence on children through their own communication behavior, helping children to better open their minds and expand their games. Of course, this does not mean that teachers should be busy adjusting the environment or interacting with children at any time. When children can actively interact with the environment according to their own game ideas, it is also important for teachers to protect their children's games with an accepting attitude.

Third, teachers can evaluate children's creative behavior in games, but they can't judge whether their games are "good" or "bad". Due to the different functions and influences of environment, education and heredity, children's creative thinking level varies greatly. Generally speaking, children's creative thinking will develop greatly only if environment and education play a positive role, but we can't judge their creative ability according to their temporary performance.