What are the problems in the bridging education between early childhood and primary school?

There are several main problems:

1. Lack of connection between kindergartens and primary schools;

2. Elementary school education in early childhood education, ignoring the importance of the connection between young and primary schools;

3. Ignoring the comprehensive educational cohesion, focusing on one-sided and partial cohesion;

4. Parents have backward educational concepts, and they often emphasize knowledge and ignore the cultivation of ability in family education.

The problems existing in the bridging education of kindergarten and primary school: the primary school education of kindergarten, the quality of teachers needs to be improved, and the backward concept of parental education.

Kindergarten education primary school: At this stage, because many parents prematurely require their children to master knowledge, kindergartens in order to get the recognition of parents and meet the needs of society, began to cultivate the so-called systematic knowledge of children. Therefore, due to the backwardness and deviation of the concept of kindergarten education, it is not uncommon for some kindergartens to be primary.

The quality of teachers needs to be improved: it is understood that many kindergarten teachers are mainly college graduates, a few have a bachelor's degree, and there is basically no graduate degree, and even some preschool teachers have not received formal preschool education related knowledge before engaging in early childhood education, resulting in the lack of basic theoretical knowledge, and backward parental education concepts: most parents lack scientific understanding of the problem of children's early childhood connection, which directly leads to the deviation of their educational behavior.

The confusion and suggestions for the young and primary connection are as follows:

First, the confusion of the young and the young.

1. Who is the main body of education for the connection between young and primary?

The work of bridging kindergarten and primary schools requires the participation of kindergarten teachers, primary school teachers, parents and other subjects. As an important factor, the key to ensuring children's scientific preparation for school and adaptation is not the number of people, but the effectiveness and scientificity of parental participation.

2. Will "zero-starting teaching" in primary schools affect the development of future children?

Teaching from scratch"That is, children have not received relevant knowledge before officially entering primary school, which belongs to the level of zero foundation. This kind of requirement will inevitably cause confusion among parents, and the primary school jujube "teaching from scratch.""Will it affect the development of young children in the future?

3. Whether there is a contradiction between the kindergarten's "de-primary school" and the connection between the kindergarten and the kindergarten.

The "de-primary" initiative** examines the phenomenon that the education of children aged 3-6 years has a tendency towards primary education. In this regard, many parents have doubts and worries, is there a contradiction between the "de-primary school" of kindergartens and the connection between young and primary? Will children be able to keep up with the pace of primary school teachers when they enter primary school?

2. Suggestions for the connection between young and primary.

1. Children's cognitive ability transitions from concrete and visual thinking to abstract logical thinking.

2. Intentional transition of children's mental activities.

3. Enhance children's self-control.

3. Recognize the differences in learning environments.

4. Recognize the difference in the reputation of the learning content.

5. Differences in the relationship between teachers and students. Primary school teachers focus on teaching and are unlikely to care about children's lives as much as kindergarten teachers.

1. The current situation of children's transition stage is complex. The most important problem facing the transition between young children and primary schools in China is the complex and changeable status quo of the transition stage of young children. The transition stage is to help children complete the transition process from kindergarten to primary school formal teaching.

However, we found that due to their age, young children are not psychologically mature enough and have not received special classroom training, so they lack a serious awareness of classroom rules. Because the age of the socks is younger, the children's self-control is also relatively poor, and the attention is not enough. At the same time, because children do not have complete values and worldview at this time, they are still in a state of ignorance about the world, so they are not interested in learning, which seriously affects the process of their transition to formal learning, which is not conducive to the smooth development of kindergarten and primary school teaching cohesion.

2. The overall quality of teachers is relatively low. Teachers play a vital role in the process of effective articulation, no different from the so-called initiation teachers. However, our country has not done a good job in answering the shirts, and does not realize the importance of early childhood teachers.

In many schools in China, first-grade teachers have no real contact with kindergarten teaching, or have not received formal training, so they directly use formal teaching methods for students who have just entered the first grade. This kind of teaching mode that does not give students transition time obviously makes students fall into the confused stage of knowledge fault, interpersonal fault, behavior fault, learning style fault, and social structure fault, which seriously affects their healthy physical and mental development. Therefore, the comprehensive quality of teachers directly determines the smooth progress of the effective connection process.

3. Improper teaching management cohesion process. Generally speaking, the improper management process of preschool bridging teaching in China is closely related to the traditional and backward teaching ideas in China. It is important to know that the process of bridging between kindergarten and primary school should not only take into account the teaching progress, but also the receptivity of students.

However, in the process of compiling textbooks, China did not take into account the psychological changes of students in the transition stage, and the overall difficulty of knowledge was large, which seriously hit the enthusiasm of children's learning. At the same time, the teaching management does not take into account the learning style of kindergarten students, and the direct formalization of teaching to students is not conducive to the healthy growth of students.

1 Unidirectionality.

Many kindergartens take the connection between the young and the primary school as an important work to do, and actively carry out the preparation of children before entering school, whether it is in the teaching requirements, content, methods or work and rest time are active to the primary school, but the primary school is indifferent, does not take the initiative to contact with the kindergarten, and rarely considers the physical and mental characteristics of the children entering the school, forming a one-way connection work. Facts have proved that two-way preparation is an effective way to solve the problem of early childhood transition.

2 One-sidedness.

The work of bridging young children is often one-sided, emphasizing knowledge preparation and ignoring ability training, only focusing on how many words children know and how many arithmetic problems they can do, not caring about children's learning interests, learning habits and learning ability, and not paying attention to children's independent living ability, communication ability, and frustration tolerance. Focusing only on children's physical health and ignoring children's mental health.

3 Assault.

When recruiting new students, some primary schools conduct so-called mapping tests, which include literacy, arithmetic, etc., and use this as the basis for deciding whether to admit new students or assign them to classes. The results of the mapping test have also become the standard for primary school teachers and parents of young children to measure the quality of kindergarten education and teaching. Kindergartens have to conduct corresponding surprise training for young children in large classes.

4 Superficiality.

In many kindergartens, the transition between kindergarten and primary school is only superficial. For example, in the kindergarten class, the form of the desk has changed, the class time has been extended, the number of games and activities has been reduced, and some children are organized to visit the primary school or invite the primary school students to return to the kindergarten to introduce the life of the primary school.

Children's adaptability, persistence of intentional attention, initiative, enthusiasm, self-control, etc., are often overlooked.

5. Blind Advancement.

In order to cater to parents, some kindergartens teach some of the learning content of primary school to children in advance, resulting in such a situation after children enter school: they feel that learning is very easy at the beginning of school, and there are phenomena such as inattentiveness in class and lack of seriousness in homework, forming a bad learning attitude and habits; With the deepening of learning content, the increase of difficulty, the exhaustion of "reserve knowledge", and the lack of the habit of serious study, there is a difficulty in adapting, resulting in problems such as "no stamina" in learning.

The content of the problems faced by the young and young parties is as follows:

1.Problems in life

Many children are prepared by their parents when they go to the kindergarten, and many things after entering the kindergarten are also handled by teachers. However, there are dozens of children in the first grade of primary school, but there is only one homeroom teacher, and when the children have too many needs and cannot get help, a series of discomforts will occur.

Some children often can't find things, some children will pee their pants because they can't hold back for a long time in class, and some children will get sick because they can't add or remove clothes in time.

2.Problems with behavioral habits

Due to the relative freedom of management in kindergartens, some children will lack a sense of rules. For example, not entering the classroom after the class bell rings, continuing to play outside, moving other students' things at will, constantly interrupting the teacher, not being able to study independently, and easily affecting others.

3.Problems in learning

The most common ones are not in place to prepare books and stationery before class, lack of concentration in class, and inability to complete the homework left by the teacher after class.

The best way to solve the problem is to build habits ahead of time:

1.Develop self-care skills

Cultivate children's life skills in advance, and let children do their own things. For example, prepare the clothes, shoes and socks to wear to school the next day, check whether the books and stationery in the schoolbag are complete, borrow the parent-child time on the weekend to guide the child to increase or decrease the clothes according to the temperature, and tell the child to make good use of the recess time to solve the problem of going to the toilet in time.

2.Develop good behavior habits

You can use picture book stories to let children understand what kind of behavior is correct, and you can also role-play with children in class, let children be little teachers, and parents play a naughty student, so that children can intuitively feel what can be done and what can't be done when the teacher is lecturing.

On the one hand, it is necessary to exercise children's interpersonal skills, help him make new friends faster after entering primary school, and quickly improve children's language expression skills in the process of playing.

3.Develop good study habits

Learning here does not refer to excessive subject knowledge, but to the most basic reading habits, pen holding posture, and listening ability.

From now on, spend a few minutes every night with your child to review the learning content of the day, then do 10 minutes of pen control training, and then read a simple graded reading book to increase your child's literacy and let your child adapt to the learning process after returning home in advance.

Speaking, reading, and writing, adjusting the content according to the child's situation, and persisting for a period of time, the child will develop good study habits, and the homework in the first grade will become smoother.