A Study On Transition Concept And Behavior Of Teachers In A Shenzhen Kindergarten

Transition from kindergarten to primary school is an important part of education connection experienced by children in development,and it is a key part of preschool education.Kindergartens should meet their own characteristics and needs of transition,not only to meet the needs of young children to go to primary school,but also to avoid the problem of "Schoolification" that is easy to occur during the transition.Kindergarten teachers are the performers of education in kindergartens,and play an important role in the transition of young children.The correct concept and behavior of early childhood teachers on the transition have a positive significance for "Schoolification".The internal consistency between the role of kindergarten teachers’ self-identification and the role of self-practice plays a vital role in improving the quality of education for the transition of young children.The study selected the perspectives of kindergarten teachers’ concepts and behaviors on the transition as the entry point,took the first class teachers of J kindergarten in Shenzhen as the research object,went deep into the scene,and comprehensively used the literature method,interview method,observation method,case study method,and physical objects The analysis method makes an in-depth exploration of the concept of young children’s connection and education and teaching behaviors,and uses the qualitative research tool Nvivo12 to analyze and present the collected data.The study found that kindergarten teachers generally believe that they should pay attention to training children’s learning quality,physical and mental condition,pay more attention to children’s adaptability,and agree to help children understanding of primary school through relevant activities,in order to prepare for becoming a pupil.In educational behaviors,kindergarten teachers show attention to physical and mental conditions,adaptability,interpersonal communication,and learning quality.This reflects that there are connections and differences between teachers’ conception and behavior of the transition.Through comparative analysis,it can be seen that teachers’ conceptions and behaviors are more consistent in health,science,and society,which shows that teachers have scientific concepts of transition,and reflect their scientific views of education in activities;there are differences in language,art,learning quality,and understanding of primary school,and they are not mentioned in concepts in terms of movement development,writing preparation,and teacher professional knowledge,indicating that teachers’ educational behavior is affected by tacit knowledge.There are some problems during the transition,like unreasonable working time distribution in kindergarten teachers’ educational behavior,teachers’ professional quality needs to be improved,teachers become the main body in the graduation ceremony.The factors that may affect the differences in teachers’ perceptions and behaviors of transition are mainly personal factors of kindergarten teachers,including age,education,main work,personality,and family situation;internal factors in kindergarten,including teaching research and teaching execution;external factors of kindergarten include university,community resources and parent resources.In view of the phenomena observed in the research process,the transition from kindergarten to primary school should pay attention to the tacit knowledge of kindergarten teachers,improve the professional skills of kindergarten teachers,and help young children become the main body of activities.