我们的孩子需要互动游戏

我们的孩子需要互动游戏
Our children need interactive games

作者：董丹凤（by Dong DanFeng）
2005.12

2005年下半年，五彩鹿正在调整小组课的教学模式，当时在小组课工作的董丹凤老师经过一段时间的工作与思考，写下这篇文章。
游戏与儿童是分不开的，游戏给予儿童与生俱来的自然成长的力量，游戏是展示儿童人格内涵与精神风貌的人性之萌发，游戏着的儿童才会表现出活泼、本真、纯洁、好奇、探索、幻想、快乐乃至顽皮、淘气。可以说儿童的生活就是游戏：

（1）身体活动的生活，游戏是儿童一系列感官与机体运动机能的发挥和运用的活动过程，儿童身体的各种生理器官和系统在游戏中处于自觉的活动状态而得到协调和自然的发展，实现着机体生活的新陈代谢和生长发育。

（2）情绪情感的生活，游戏中的角色扮演为儿童提供着丰富的积极的情绪情感的体验。游戏中的自我主张，助长了儿童的自信与成就感；游戏中的欣赏与表现发展着儿童的审美意识；游戏中的情绪情感宣泄消除了儿童的焦虑与不安；游戏中的规则，让儿童学会自我控制。游戏就是儿童情感生活的方式，它陶冶了儿童的性情。

（3）认知的生活，游戏中的儿童有对物的操作，有与人的交流，在直接经验中扩展和加深了对环境及自我的认识与理解、体验与感悟。儿童在游戏中，好奇着，探索着，发现着，与外界实现着互动，特别是儿童自主的幻想与假装,成为儿童在自我内心世界和外部现实世界之间进行从容转换的途径和中介。

游戏给儿童提供了完整的生活，使儿童更具有灵性。但是，孤独症儿童游戏的玩法却很固定、刻板，依自己的方式玩，如：摇晃小汽车，缺乏功能性玩法。孤独症儿童游戏时呈现相似的特征，缺乏自发性、弹性、想象力和社会能力。给予孤独症儿童自由游戏的机会时，孤独症儿童有重复的刻板性行为出现，倾向于重复着相同的活动，以满足自己的兴趣，少有假扮性游戏，游戏能力比其它儿童迟缓。因为这样，我们需要为孤独症儿童创造游戏的机会，激发他们游戏的自发性、弹性、想象力和社会能力。另外，由于现在独生子女及大都市生活的原因，儿童与同伴游戏的机会大大降低，再加上孤独症儿童不会与同龄儿童沟通，往往造成孤独症儿童没有玩伴。为此，在机构中我们为儿童开设了互动游戏课，激发他们游戏，让孩子学会与他人分享愉快。

（4）社会交往的生活，儿童出生后不久，母子之间轮流式的嬉戏性交流即开启了儿童一生社会性生活的序幕，儿童也正是在家庭氛围中的亲子游戏里逐渐确立起其初步的社会信任。其后，儿童游戏玩伴的范围不断扩大，游戏的内容越来越延伸到社会生活的各个领域。儿童在游戏活动中结成两种类型的人际关系：一种是在游戏本身之外所结成的现实的伙伴关系，一种是通过扮演等在游戏内部所结成的虚拟的角色关系。这两种关系的存在成为儿童在游戏中充分开展社会交往的背景和依托，从而为儿童的以人际交往的主题的社会生活提供了广阔的空间。

我们的互动游戏课的目标就是让孩子与他人沟通，与他人游戏，尤其是与小朋友。在游戏课上，我们的孩子可以跟很多的小朋友一起游戏，即使是他们不会玩，我们也配备了辅助人员来帮助他们，这一点是在社会及其他学校没有的；在游戏课上，我们可以将孩子学到的东西加以应用，使他们懂得所学东西的意义；在游戏课上，我们为孩子上幼儿园、上学校作了最基础的准备，这也是我们互动游戏课设立的一个总目标。

孤独症儿童的典型特征之一就是自己玩，沉迷在自己的世界里，极度的偏执。在学习上，他们经常是无法遵守常规问题，不能遵守老师的指令，例如老师让他们站好，他们却听不懂，到处乱跑；在社会互动上，他们不喜欢和同伴互动，缺乏社交技巧，例如，他们不会主动寻找小朋友一起玩，即使是主动牵手他们也不会；在沟通上，孤独症儿童经常有口语理解和表达方面的困难，例如，他们在不高兴的时候只会通过自伤行为来表达。这些情况往往也是我们家长比较苦恼的问题，而我们的游戏课就是针对儿童的这些特点进行设计的。
那么我们的游戏课又是怎样做的呢？

首先，互动游戏课，顾名思义，在课上我们有很多小朋友同时进行游戏，这就要求我们的孩子能够在集体中听从老师的指令，为他们上幼儿园奠定了基础。另外，在课上，我们为儿童提供了更多的玩伴，使他们有更多的机会与同龄小朋友接触，与他们一起游戏，学会与他们沟通，分享自己的快乐。

其次，游戏课的设计与编排是根据儿童的特点来制定的。孤独症儿童普遍存在感觉统合失调的现象，他们的动作协调性和组织性都相对较差，缺乏想象力，因此，在选择课题上，我们会将内容具体化，将抽象的东西具体化，将复杂的动作改编为简单的动作，同时不乏创新与应用，激发儿童的兴趣，使他们将学到的东西加以泛化，在生活中能够正确的应用，能够理解所学的东西。

再次，在进行集体教学的同时，我们还特意考虑到每个儿童自身的特点，为他们制定个别目标。在每一课题中，我们都会为每个儿童制定个别化目标，而在课题进行的过程中，每一个环节都有他们自己的目标。在教师实#p#分页标题#e#施教案时，都会将儿童的个别化目标考虑在内，对每一位儿童提出不同的要求。而在普通的幼儿园和学校，能为每一个儿童制定如此详细的个别化目标是不可能的，这也是我们游戏课的特色。
现如今，对孤独症儿童进行早期干预的方法有很多，面对众多方法，我们家长往往处于迷惘状态，针对一名儿童究竟应用什么方法最有效谁也说不准，但是，孤独症儿童也是儿童大家族中的成员，孤独症儿童的生活也需要游戏，孤独症儿童也需要接受教育。我们的家长希望我们的孩子也能够上幼儿园，也能够上学。从这方面说，互动游戏课的设立是尤其重要的，我们的孩子是需要互动游戏。

儿童的生活即游戏，儿童往往是从游戏中获得灵性，在游戏中学会生活，在游戏中学会人际交往，在游戏中长大。孤独症儿童由于缺乏游戏，缺乏创造性，就使得他们的游戏处于僵化的状态，这样的游戏是毫无意义的，充其量是孤独症儿童自我寻求平衡的一种寄托，因此也失去了游戏的精髓。对孤独症儿童进行早期干预，游戏是不可或缺的。“互动游戏”是我们小组课的精华，为孤独症儿童提供“游戏”的机会，为孤独症儿童提供“互动”的机会。

最后，游戏课的实施是积极的，我们的每一个儿童在课上都是快乐的学习，教师给予儿童的都是赏识，同时家长在旁边进行相应的辅助，这会大大降低儿童的挫败感，增强儿童的自信心。在小组课上，我们秉承了ABA教学的正强化原理，对儿童的正确行为及建设性行为我们都会给予及时地强化，忽略他们的不当行为，从而使他们以建设性行为代替不良性为，在快乐中进行学习，在快乐中接受教育。

At the second half of 2005, Wucailu is adjusting the group teaching, and our teacher did her own research on the subject.

Games are very important for children. Games provide power to children and games can show personality intension of children and the human bud of spiritual view. Only games can show children’s lively, naïve, pure, curious, exploring, fantastic, happy and naughty. So it can be sure that children’s life is playing games.

1.  The life of physical action
Playing games is the active procedure that children’s sense organ and motor function are used. Every kind of physiology organs and system of children gets coordination and development when children are playing games, so that can promote     children’s metabolism and growing development.

2. The life of emotion
Role-playing in games provides rich and positive experiences. The self-view in games encourages self-confidence and achievements of children; appreciating something or showing something in games develops the aesthetic consciousness of children; releasing emotion in games eliminates children’s anxieties and worries; the rules in games teach children self-control. Games are the lifestyle of children’s emotion and they edify children’s temperament.

3. The life of recognition
When children are playing games and they will operate something or communicate with somebody. From these direct experiences, children can extend their knowing, understanding, experiencing and inspiration for surroundings and themselves. In games, children are curious, exploring, finding and interacting with surroundings, especially their fancifulness and playing roles in games; they are channels and intermediary for transforming between inner and outer of children.

Games provide complete life for children and they make children have more intelligence. But, the method of playing for children with autism is fixed and stereotyped.  They play in their ways. For example, they shake a car toy and they lack functional playing. The characteristic of autistic children’ playing is similar. It is short of spontaneous, stress, imagine and social ability. When the children with autism have nothing to do and they will behave stereotyped. They will repeat the same action to satisfy themselves. They can’t dress up as anything to play games. The ability of autistic children in games is slower than others. So we should design games to arouse their spontaneous, stress, imagine and social ability. At the same time, the frequency of companion games reduces much because of one-child life and large city life. More over, the children with autism don’t know how to communicate with other peers. So the autistic children have#p#分页标题#e# no companions. In our training center, we set interactive games class for our autistic children. We should arouse the children to play and teach them to share happy with others.

4. The life of social action
Not long time after the child being born, the communication during the games between mother and the child open the prelude of children’s social life. Children establish their initial believe of society at the same time. Then, the extent of children’s playing partners extends gradually and the content of games extends every realm of the social life. Children form two kinds of interpersonal relation during games. One is the actual partners- relation and the other is the fictitious role-relation. The two relations are the background and support for children showing social interaction fully during games, so it provides vast space for children’s social life of communication.

The target of our interactive games class is teaching children to communicate with others and to play with others, especially with other children. During the game class, our children can play games with many other children. Though they don’t know how to play, the assistants will help them. That isn’t being in society or other schools. During the games class, children can use their learned things and understand the meanings. During the games class, we help the children to prepare for pre-school and school. It is the total target of interactive games class.

One of the typical features of autistic children is playing by themselves. They indulge in their own world and they are extremely stubborn. At the aspect of learning, they can’t observe the rule often and can’t follow teacher’s direction. For example, a teacher wants children to stand there but they can’t understand the direction and run around. At the aspect of social interaction, they don’t like interact with companions and they lack social skills. For example, they can’t seek other children to play with themselves initiatively such as hand in hand. At the aspect of communication, they have difficulties in verbal comprehensions and expressing. For example, they will hit themselves when they are unhappy. These are the problem that parents are troubled. Interactive games class is designed for autistic children’ feature.

Then, in our games class what should we do?

First, from the name of interactive games, we know many children should part in the games. So children should follow the teacher’s instructions and be prepared for school. At the same time, we seek more companions for our children in the class and they can play with each others more time. During the class the children with autism can learn how to communicate with others and how to share their happy.

Second, the design of the interactive games is basic of the autistic children’ feature. All the children with autism lose balance in sensory integration. They are poor in integration and organization of motion. They lack imagine. So when we are choosing a task, we will make a concrete analysis of content. We will transform abstraction to concrete and convert the complicated things to simple. In the class we should create something new and make the children use their learned skills. So we can arouse children’ interesting and they can use their learned skills everywhere. They can use the skills rightly and understand them well.

Third, we make individual target basic of every child’ feature when we are doing grouping teaching. In every session of a class we set individual target for every child and the teacher will ask different questions as different children. Then it is impossible to set individual target in normal pre-school or school. So that is our distinguishing feature.

Last, it is positive to put teaching plans into practice. We should make sure that every child is happy in the class. In class, teachers think highly of every child and child will accept parents’ help. In that case, children can accept less frustration and t#p#分页标题#e#hey can heighten their confidence. In grouping teaching class, we are in accordance with the positive reinforcement of ABA and we can reinforce children’s right or constructive behavior in time. Also ignore the inappropriate behaviors. So the children will do constructive behavior to replace inappropriate behaviors. The children can be happy to learn and accept education.

Children’ life is the game and they get intelligence, living, communicating with others and growing up. Games will be insignificance because children with autism lack playing and creativeness and their games become rigid. That game is only dependence for autistic children as balance. The games lose the marrow. Playing games is necessary to autistic children for intervention. Interactive games are the rigid of group teaching class. It is an opportunity for autistic children to play and interact with others.

Now, there are many methods of intervention for children with autism. Parents are at a loss because of so many methods. We don’t know which method is fit for a child. But autistic children are members of children’ family and they also need playing games and receiving education. Parents hope their children go to pre-school and school as normal. At this point, it is important to set interactive games class. Our children need interactive games.