A Study On Children’s Adaption To The Kindergarten : From The Perspective Of The Ecology Theory Of The Human Development

Entering the kindergarten and starting collective study and work is an important step in the socialization process of children.Both the "Kindergarten Education Guidance Outline(Trial)" and the "Guidelines for Learning and Development of Children 3-6 Years" clearly state that children aged 3-4 should have a stable and pleasant mood,develop good hygiene habits and have a certain social interaction and adaptability.Entering the kindergarten is the first time for children to leave their familiar family and living environment.They not only have to face unfamiliar teachers and companions,but also have to accept the new rules and orders.In this process,children often have difficulty adapting to varying degrees and lasting different lengths of time,which has a huge impact on their physical and mental health and overall development.In order to better understand the difficulties encountered in the process of children’s adaptation to kindergarten,and then find strategies to help children naturally transition and complete socialization,the author made detailed observation of the adaptation status of small class children after entering the kindergarten.From the perspective of human development ecology theory,focused on the analysis of children’s adaptation difficulties in activities,relationships,and roles.And explore the factors that affect young children’s adaptation,and find ways to ease adaptation difficulties.This study conducted a one-month survey using 32 small class children in the first kindergarten of M city as the research object,which mainly adopted non-participatory observation method,interview method and case analysis method.The research results show that the adaptation difficulties of 3-4 years old children in living activities are concentrated in the activities of entering the class,eating,nap,and toileting;the difficulty in adapting interpersonal relationships exists in the newly established teacher-child relationship and peer relationship.Excessive stickiness and indifferent resistance are the main manifestations,while peer relationships are mainly reflected in aggressive behaviors and self-centered;the difficulties in young childrenin role adaptation are manifested by the emotional instability brought by the change of homeland and the repeated order of class rules violation.The above phenomenon of adaptation difficulty is closely related to children’s personality characteristics and preparation before entering the kindergarten.Meanwhile,the parenting style,emotional state,attitude towards teachers,teachers’ educational concept and the environment of the kindergarten also have different influences on children’s adaptation.Aiming at the current situation of children’s difficulty in adapting to kindergarten,the study proposes that parents should make material,ability and psychological preparations for children to enter the kindergarten,and change children’s daily living arrangements to the kindergarten;teachers promote the establishment of good interpersonal relationships among the kindergarten.On the other hand,kindergarten can try a variety of modes such as gradient admission to help children stabilize their emotions,and at the same time,learn new rules such as appropriate arrangements for mixed-age activities to gradually adapt to life after admission.