Small Class Children Enter The Park To Adapt To Case Studies

Successful adjustment to preschool or daycare center is not only a first step of the children's socialization,but also presents a direct influence on children's physical development and mental health.The difference for every child adjusts to preschool is obvious,and helping them adjust to the preschool life is a realistic issue that brings challenge to educators and parents for a long time.Therefore,the present study on a single child's adjustment to preschool is of great significance.Case study embedded with action research method was used to study a single child S's process of adjusting to preschool located in Nanjing.Observation and face-to-face interviews were used to collect data on children's difficulty of adjustment both at preschool and home situation Factors contributing to the child's difficulty were analyzed.With the assistance of the child's homeroom teacher,the researcher took intervention measures in order to improve Child S's ability of adjusting to the kindergarten life.In the present study,the data of Child S's behaviors demonstrating difficulty of adjustment both at school and home were recorded through observation and interviews between September 10 and September 30 for 15 working days.The research showed that Child S's difficulty of adjusting to preschool consisted of the following seven aspects:crying when parents bringing him in the preschool;attachment to the teacher;repeating the same requests;refusing to take part in any activities;nap difficulties;eating difficulties;excretion uncontrolled.Child S's behaviors demonstrating adjusting difficulties at home included the following:delaying entering the preschool;refusing to take the initiative to talk about the preschool days;lying to his parents that he didn't take a nap at noon;poor quality of sleeping;getting sick quite often.The reasons for Child S's difficulty of adjusting to preschool were analyzed from the child's own characteristics the parents and the preschool.Firstly,the child was introversive;being in the sensitive period of rule consciousness;the original order was broken after enrolling to the preschool;excessive attachment to the mother;having not attended daycare in the past;age and other factors and so on.Secondly,the reasons from the parents included the following:the parents were not fully prepared for the child's enrolling to the preschool;parents' responses to children's behaviors were not consistent;inappropriate responses to the child's behavior due to limited understanding of children's psychological development.Finally,the reasons from the preschool included new material environment;multiple relationships;orderly daily routines.Educational interventions to S were divided into two phases.The first phase,researcher and home teacher took interventions at home.It was found that S could generally adjust to preschool classroom when the first phase was over.However S was not interested in activities of the preschool Therefore researcher and homeroom teacher took second interventions from S's home and the preschool.S generally could adjust to preschool classroom and activities at the end of the second phase.The educational ability of S's family has also improved.Finally,the researcher summarized the results and reflected on the limitations of the research.According to the current situation of Child S's difficulty of adjustment,researcher worked together with the homeroom teacher to take intervention measures.The researcher and the teacher have truly improved S's adjustment to preschool through cyclical research processes of "plan-implementation-reflection and implement again".