Respect the rules of children\’s growth and the importance of scientifically connecting early childhood to primary school

The transition from early childhood to early childhood is an important node in a child’s growth. Families and kindergartens need to work together to help children prepare for the transition from preschool to primary school as quickly as possible. What do parents need to do during this process? In what ways can kindergartens provide positive guidance and support to parents? This article focuses on this topic and hopes to give some answers. The connection between kindergarten and primary school is a matter of concern to many families. Scientifically carrying out the connection between kindergarten and primary school and helping children transition smoothly and grow up healthily requires the mutual cooperation and joint efforts of kindergartens and families. The Early Education Research Institute of the Beijing Academy of Educational Sciences conducted a survey on the current status and problems of kindergarten-to-primary transition work in various types of kindergartens in Beijing. A series of problems discovered in the survey have made preschool educators and kindergartens more aware of the importance of home-based co-education. They also have a better understanding of the aspects in which parents need to be given guidance and influence, and how homes can form synergies to ensure the scientific connection between kindergarten and primary school. Think more. Exam questions from kindergarten to primary school 32 lectures on mathematical thinking training for primary schools pdf + azw3 The survey found a series of problems, such as: problems related to the development of educational activities and learning preparation for the transition from kindergarten to primary school are particularly obvious; the inconsistency of educational concepts leads to the inconsistency in home-based co-education work. It is difficult for teachers to provide training and guidance to parents. For example, some parents focus on knowledge education but neglect the cultivation of children\’s psychological quality, learning quality and good habits, or they do not agree with the kindergarten\’s practices, or they have too high expectations for their children and are eager for success, which leads to the kindergarten\’s efforts to strive for parents\’ understanding and cooperation. difficulty. Respect the laws of children\’s physical and mental development and guide parents to scientifically understand preschool education. To effectively solve the problem of inconsistent home-based co-education concepts, we first need to help parents correctly and scientifically understand the laws of children\’s physical and mental development and the characteristics of preschool education. Preschool education is the foundation of basic education, and its basic meaning should include two aspects. One is foundational. Kindergarten education should be the preparatory stage for school education and lifelong education. Its task is to lay a good foundation for children\’s future study and life. Therefore, what children should be given in kindergarten should be abilities, habits, qualities, etc. that can ensure their sustainable development. The second is enlightenment. The age characteristics of children determine that the educational content chosen by kindergartens is relatively superficial, involving the most basic knowledge and skills in subject education, and these knowledge and skills must be presented in a way that children can perceive to ensure the effectiveness of education. In the kindergarten stage, education must be carried out in line with children\’s physical and mental characteristics and development patterns. This is a basic premise that needs to be followed. The learning of children aged 3-6 years old requires a suitable educational environment, which is determined by their cognitive characteristics and physical and mental development rules. Young children need to develop through interaction with people and the environment. Kindergarten education should use games as the basic activities, emphasizing the combination of childcare and education, and equal emphasis on childcare and education. Kindergarten is not an infant school, so its educational content must conform to the physical and mental development characteristics of children. Kindergarten should create a \”children\’s paradise\” for young children and strive to make children \”happy now and happy in the future\” during the early childhood stage. A child\’s growth cannot be repeated, and precious childhood cannot be replicated. Cherish childhood for children’s developmentIt is of great significance and value to protect children\’s only childhood, make education suitable for children\’s physical and mental characteristics, respect the laws of children\’s physical and mental development, and not to exceed their physical and mental development characteristics and abilities prematurely. Kindergarten needs to guide parents to understand the physical and mental characteristics of children at this stage and the focus of preschool education, so as to promote the formation of a consistent educational concept in the home and create a good growth environment for children. Get rid of the tendency of \”primary schoolization\” of preschool education and correctly understand the root causes of the problem. The harm caused to children by such counterproductive practices as the \”primary schoolization\” of preschool education is self-evident. The basic feature of \”primary schooling\” in kindergartens is that they do not respect the physical and mental development characteristics and laws of children aged 3 to 6 years old, which is an unscientific behavior that goes against the nature of children. \”Primary schoolization\” is a manifestation of functional alienation of preschool education, which mainly manifests as excessive early intellectual development, premature orientation of dominant intelligence, excessive cultivation of single interests, and excessive subject knowledge learning in the preschool stage. The root cause of the phenomenon of “primary education” in preschool education is largely due to the psychological panic brought about by educational pressure on parents. The reason why kindergartens tend to be “primary-oriented” is due to the following social background factors: First, for a long time, the standardized curriculum assessment system in school education has basically evaluated students based on their academic performance, which has caused parents to fall into a lack of demand for high-quality educational resources. Secondly, parents are worried that if their children do not learn relevant knowledge in elementary school in advance, they will not be able to keep up with the teaching progress after entering elementary school, which will affect their children\’s self-confidence and academic performance; thirdly, the concept of gamified curriculum in kindergartens, The learning style is quite different from that of primary school. There is still a lack of in-depth research on how to adapt to the age and learning characteristics of students through \”zero starting point teaching\” in the transition stage from kindergarten to primary school. Fourthly, the kindergarten itself has no understanding of the \”Guidance Outline for Kindergarten Education (Trial)\” There is still a certain gap in the understanding and practice of the spirit of \”Guidelines for the Learning and Development of Children Aged 3-6\”, and teachers\’ professional abilities vary. Some kindergarten teachers are transferred from primary school teachers, and it is easy to transfer primary school teaching experience to early childhood education. Fifth, in the face of the pressure of school education, some kindergartens cannot adhere to educational laws and scientific concepts. In order to win over students, they adopt compromise methods to meet the needs of some parents who want to learn primary school knowledge in advance. To recognize the harm of “primary schooling”, we must first clarify what is meaningful and valuable learning behavior for children? What are the characteristics of early childhood learning? The learning of children in the preschool stage has the following characteristics: first, random and fragmented learning accompanied by unintentional attention; second, perceptual and experiential learning using multiple senses as channels; third, operational learning accompanied by actions; The fourth is emotional learning driven by direct interest; the fifth is holistic learning in the process of life and games, etc. Children\’s age characteristics, cognitive characteristics, and characteristics of experience determine that the main characteristics of children\’s learning are \”learning by doing, learning by playing, and learning by living.\” Children\’s learning must be fully perceptive and must be done in a natural, life-oriented, and game-oriented situation. For young children, the greatest happiness is to be in a supportive living and learning environment where their needs and interests are fully satisfied.By paying close attention, their nature is fully released, they can learn in their own unique way, and combine thinking with action. The best education that adults can give children is to follow their nature and guide their development, so that children can learn to recognize, learn to do, learn to live together, and learn to survive in a happy life of play, exploration, discovery, and experience. The practice of \”primary schoolization\” is not only advanced in terms of learning content, but also a phenomenon that needs attention is that the educational content has not been so-called \”primary schoolization\”, but its form is highly controlled, in a mechanical, rigid, and The implementation of education for young children in a uniform manner is also a manifestation of \”primary schoolization\” that requires vigilance. Pay attention to the cultivation of learning quality and promote home-based collaboration to effectively connect the era of knowledge economy and technological change. The world\’s education reform has begun to take a new direction. The traditional standard education system with subject knowledge structure as the core will gradually be used to promote personal development and lifelong learning. replaced by the core literacy education system. In this context, cultivating children\’s learning qualities is much more important than letting children learn specific knowledge. Learning quality refers to the positive attitude and good behavioral tendencies shown by individuals during activities, including learning attitude, learning habits and learning methods, etc. It is a valuable quality necessary for lifelong learning and development. Learning quality includes not only characteristics such as interest, motivation, persistence and resistance to frustration, independence, concentration, and planning, but also specific learning methods and skills such as detailed processing, in-depth understanding, reflection, criticism, creation, and imagination. In the preschool education stage, kindergartens can guide parents to scientifically understand the key issues of learning, start from cultivating children\’s learning quality, and make a good connection between kindergarten and primary school. The trend of world preschool education research and practice is changing from focusing on “what is learned” to “how to learn”. The \”Guidelines for Learning and Development of Children Aged 3-6\” points out: We must pay attention to the learning quality of children, fully respect and protect children\’s curiosity and interest in learning, and help children gradually develop the ability to be proactive, serious and focused, not afraid of difficulties, and dare to explore and try. , willing to imagine and create and other good learning qualities. Many lower-grade primary school teachers have found that children who excel in areas such as their ability to resist interference, focus and persistence are more likely to succeed academically. On the contrary, children who are distracted, have weak listening skills, are depressed, lack interest and initiative, and have weak self-control are prone to maladaptive problems in school. Many of these children have been indoctrinated with a large amount of primary school knowledge in advance, which has led to them becoming tired of learning. Psychological research has found that providing appropriate toy materials for young children in the family, opportunities for children to receive diverse stimulation every day, and parents\’ participation in children\’s games and activities can all have a beneficial impact on children\’s future learning ability and academic performance. Kindergartens should cooperate with parents and society to jointly create and provide a rich and appropriate environment and resources for children, so that children can learn and explore through closeness to nature, direct perception, practical operation, and personal experience, and form good learning qualities that will be beneficial throughout their lives. . To form effective home-based cooperation, kindergartens can try the following practices: First, carry out relevant special lectures,Promote parents’ understanding and awareness of learning quality. The second is to guide parents to conduct home observations of young children and start discussions on this basis. The third is to invite parents to enter the kindergarten, experience the children\’s games and learning process, and understand how the kindergarten\’s life-oriented and game-based curriculum supports the formation of children\’s learning quality. The fourth is to invite primary school teachers to interact with kindergarten teachers and parents to guide parents to view the upcoming primary school learning from the perspective of sustainable development. Fifth, through discussions between parents and families, we will sort out effective experiences and help parents obtain effective support strategies in supporting their children\’s active learning, scientific inquiry, problem solving, and emotional management.