A Study On The Evaluation Of Kindergarten-Primary Transition Activities Based On Children’s Perspective

Kindergarten-primary transition activities are a series of activities that kindergartens carry out to help children move smoothly from the preschool to the elementary school level.The introduction of children’s perspectives can help adults better understand children’s understanding of kindergarten-primary transition activities and gain insight into how children feel about in their eyes.As an educational subject,the evaluation of children’s perspectives is an important aspect of the evaluation of kindergarten-primary transition activities.In this study,the researcher used semi-structured interviews to gain an in-depth understanding of both the emotional experience of kindergarten children in kindergarten-primary transition activities and the evaluation of school readiness in kindergarten-primary transition activities,in order to get as close as possible to restore the children’s true evaluation of kindergarten-primary transition activities,and conducted in-depth interviews with kindergarten teachers to understand the process and current situation of kindergarten-primary transition activities in kindergarten,and through the whole process of observation to specifically.We also conducted in-depth interviews with kindergarten teachers to understand the process and current situation of kindergarten-primary transition activities,and to understand the participation of children in kindergarten-primary transition activities and the organization and implementation of kindergarten-primary transition activities by teachers.The study found that the older children had the initial ability to express their feelings and evaluate activities.Children generally tend to choose activities that are demonstrative and experiential in nature.After analyzing the evaluation of children’s kindergarten-primary transition activities,we found that experiential activities were an important source of kindergarten-primary transition evaluation for children,and the evaluation of children’s kindergarten-primary transition activities mainly focused on cognitive supplementation,behavioral expansion and quality improvement,and the evaluation was characterized by multiple personalities.When comparing the implementation of kindergarten-primary transition activities,it was found that the goals of kindergarten-primary transition activities and the generative responses in teachers’ activities were related to the evaluation of kindergarten-primary transition activities,and the quality content became an important aspect that both children and teachers shared.However,the difference is that the children’s evaluations greatly exceeded the teachers’ preconceived aspects and showed a wide range of opinions,while the teachers’ evaluation of kindergarten-primary transition activities lacked the awareness of listening to children’s evaluations.Based on the above analysis,the researcher concluded that teachers need to pay attention to and incorporate children’s ideas throughout the kindergarten-primary transition activities,while always paying attention to the timing of kindergarten-primary transition interactions during the day to meet children’s individualized needs for articulation.As a school,it is important to integrate the evaluation of children’s perspectives into the curriculum as part of the operation of the curriculum,and to enrich the kindergarten kindergarten-primary transition program through continuous adaptation and creation,and to provide targeted family education guidance for kindergarten-primary transition based on children’s individual characteristics.