An Action Research On Promoting The Kindergarten Adaptation Of The Kindergarten Student Who Join A Class In The Middle Of The Course

In their daily work,it is common for kindergarten teachers to encounter young children who join the class in the middle of the course with no kindergarten experience.There are certain differences between these late-enrolment first-year students and those who are normally admitted.In this study,one such student was selected in the class of the author and,based on observations,a series of interventions aimed at his perishability traits and development needs were tailored for the two-week study on his adaptation to the kindergarten.Through the natural observations before,in,and after the interventions,the five dimensions of the adaptation to the kindergarten were recorded to evaluate the adaptability and assist the student to smoothly adapt to the new environment.This targeted intervention program resulted in an enhancement in the child’s sense of security,self-confidence,and eased the discomfort in the adaptation to rules,interpersonal and learning activities.This study shows that it is feasible and effective for teachers to conduct early,organized,purposeful and planned interventions for fresh kindergarten late-enrolment students to ensure their smooth adaptation to the new environment.It is proved that the teacher’s gradual and orderly interventions have a positive effect in helping children better adapt to the kindergarten learning and life.