The Problem Of Transition From Kindergarteners To Elementary Students And The Countermeasures On Solving It

Nowadays,the transition from kindergarten to primary school is an important stage of growth that children must experience.The problem of “transition from infancy to pupilage” is related to the overall development of a child.Recent years,“transition from infancy to pupilage” has become a matter of great concern in the whole society,especially among parents and educators.Studying “transition from infancy to pupilage” can not only help children adapt to learning life in primary school better;but also help the government and the education sector to develop guidelines and policies.In addition,it has practical effect of guidance and demonstration for administrators and teachers in both kindergartens and primary schools.This article describes the background of the research,the importance of "transition from infancy to pupilage" and its significance.It also sorts out the research on the status quo of "transition from infancy to pupilage" at home and abroad,and elaborates Chinese relevant policies on "transition from infancy to pupilage" over the years.Then,the study mainly adopts questionnaires,literature and interviews as methods to explore the problems and countermeasures from the following six respects: the gap of interpersonal relationship,the gap of learning style,the gap of behavior norms,the gap of social structure,the gap of expectation level and the gap of learning environment.Through research,it is found that the Yangjiang City Tianhewan Kindergarten has the following problems during the stage of transition from infancy to pupilage: children are too dependent on adults;the cultivation of children's learning style is inadequate;the effect of education about behavioral norms is not obvious;the training of building children's own interpersonal relationship does not work as expectation.This study analyzes the causes of the problems during the stage of “transition from infancy to pupilage” in Yangjiang City in detail from respects of community(Policy making,department supervision,teacher training,and ideas),schools(management,capital investment,curriculum design,teacher management,school communication),teachers(idea,teaching activity arrangement,ability,teacher communication),families(educational mode,education level,family background)as well as children(Emotional attitude,cognitive level,expectation level,physical and mental development characteristics)and puts forward relevant strategic recommendations accordingly.