民国出版物对欧美学者有关游戏、玩具幼教功能理念的引介

民国时期，欧美学者对游戏、玩具与幼儿教育之间联系的研究有明显进步。他们普遍承认游戏与玩具在幼儿教育中的价值。一些欧美学者尝试以游戏与玩具为工具，实现其幼教功能的发挥。民国出版物作为当时传播先进教育思想的主要阵地，将欧美学者的相关研究对国人进行了引介。这些引介主要包含了三个方面的内容：一是对欧美学界有关游戏、玩具基本概念的介绍；二是对欧美学界有关实现游戏、玩具幼教功能的可能性研究的引介；三是对欧美学界有关如何运用游戏、玩具以发挥幼教功能的观点的引介。欧美学者认为，在幼儿的游戏与玩具中，暗示及引导的方式对幼儿的身体发育及情感培养有潜移默化的作用。以上三方面观点随着民国出版物的引介而影响了民国的研究者，推动了民国幼教思想的进步。

The European and American Scholars' Ideology about Preschool Education of Games and Toys Introduced by the Publications in the Republic of China

During the period of the Republic of China, the European and American scholars made significant progress on the studies of games and toys in preschool education. They generally acknowledged the value of games and toys in preschool education. Some of them tried to realize the function of games and toys in preschool education by encouraging children to play . As a main site of the propagation of educational ideology, the publications during the Republic of China introduced those scholars' researches about the games and toys in preschool education to China. There were three main aspects in these introductions: The first was the introduction of the European and American scholars' meta-notions on games and toys. Some European and American scholars believed that conducting games and playing with toys should be the main content of children's activities because children like games and toys out of instinct. They had a variety of elaborations on this argument and had them tested clinically. Most of them believed that it is the young children's instinct that drives them to play games and play with toys, which to some extent can guide the practice of early childhood education. Meantime, many of them believed that endowing children's games and toys with education connotation met the requirements of the time and the objective needs of human development. They also believed that the value of games and toys can not only help children work in their adulthood, but also have a positive effect on their physical and mental development and on their emotional cultivation. The second was the introduction of the possibility of achieving the preschool educational functions of games and toys. European and American scholars generally endorsed this possibility and sorted out the games and toys according to their respective preschool functions. In upholding the theoretical assumption that games and toys can be greatly beneficial for children's physical and mental development, they believed that there was an organic link between games, toys and preschool education; realizing the function of preschool education is rooted in the games and toys; the games and toys should be designed to tie to education. This research ignited the improvement of the relevant decision-making among governments and of the people's social consciousness, and promoted the development of toy industry in the world. The publications of the Republic of China also introduced and studied foreign countries' toys, as was evident in China's toy industry at that time. The third was the introduction of how to use games and toys in preschool education. They believed that children could made gradual progress in physical and emotional development by hints, suggestions and guidance when they are playing. When applying these methods, teachers should hold the principle of timely and individualized instruction. The publications of the Republic of China also demonstrated some methodology of realizing the function of games and toys in preschool education. The above three viewpoints introduced in the publications influenced the researchers in the Republic of China and promoted the progress of early childhood education.