Article: Qualitative study on teacher support behaviour in outdoor autonomous games in kindergartens Journal: International Journal of Innovation and Sustainable Development (IJISD) 2026 Vol.20 No.10 pp.22 - 38 Abstract: This study aims to address the problem of teachers' support behaviour in outdoor autonomous games in kindergartens being easily influenced by situational complexity and instantaneous interaction, resulting in structural misalignment. Qualitative research methods were used to collect 198 materials through non participatory observation, semi-structured interviews, and teacher reflection logs. 24 initial concepts were encoded and extracted, and clustered into four core categories: emotional, social, cognitive, and instrumental (reliability 0.93). A teacher support behaviour structure framework containing four dimensions and 10 indicators was constructed. The results show that cognitive support needs are the most prominent, while the actual level of emotional and social support provided is significantly lower than the needs. Based on this, we propose ways to enhance the effectiveness of support: building an accepting psychological environment, promoting deep interaction, improving observation and guidance abilities, and optimising the environment and rule mechanisms. Inderscience Publishers - linking academia, business and industry through research

Title: Qualitative study on teacher support behaviour in outdoor autonomous games in kindergartens

Authors: Juan Shu

Addresses: School of Education and Management, Wuhan Vocational College of Communications and Publishing, Wuhan, 430200, China

Abstract: This study aims to address the problem of teachers' support behaviour in outdoor autonomous games in kindergartens being easily influenced by situational complexity and instantaneous interaction, resulting in structural misalignment. Qualitative research methods were used to collect 198 materials through non participatory observation, semi-structured interviews, and teacher reflection logs. 24 initial concepts were encoded and extracted, and clustered into four core categories: emotional, social, cognitive, and instrumental (reliability 0.93). A teacher support behaviour structure framework containing four dimensions and 10 indicators was constructed. The results show that cognitive support needs are the most prominent, while the actual level of emotional and social support provided is significantly lower than the needs. Based on this, we propose ways to enhance the effectiveness of support: building an accepting psychological environment, promoting deep interaction, improving observation and guidance abilities, and optimising the environment and rule mechanisms.

Keywords: kindergarten; outdoor independent games; teacher support behaviour; qualitative analysis; situational interaction.

DOI: 10.1504/IJISD.2026.157290

International Journal of Innovation and Sustainable Development, 2026 Vol.20 No.10, pp.22 - 38

Received: 17 Apr 2026
Accepted: 29 Jun 2026
Published online: 27 Oct 2026 *

Title: Qualitative study on teacher support behaviour in outdoor autonomous games in kindergartens

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