The Transition From Kindergarten To Primary School From The Perspective Of Childre

The EYFS is about the healthy physical and psychological development of young children,and whether they can adapt well to primary school life.In recent years,under the guidance of the relevant policies of the Ministry of Education,China is in the midst of experiments and reforms to deepen the work of the EYFS interface,and a considerable amount of research on the EYFS interface has emerged,which has also yielded fruitful results.However,it is worth noting that most of the existing studies have been conducted from a social perspective,focusing on the demands and constraints of society on children’s development,while neglecting the importance of children’s perspectives.Therefore,this study takes children’s perspectives as an entry point,listening to children’s views on the EYFS and gaining insights into their perceptions and experiences in the process of bridging.The study also examines the child’s perspective on the EYFS,expanding and refining it on the basis of the adult perspective,in order to reveal the characteristics of the child’s perspective on the EYFS and to provide insights for future improvements in the EYFS.This study uses the children’s perspective as the theoretical basis,and adopts a tracking research approach.Based on previous research findings and previous observations and interviews,a combination of random and purposive sampling was used to invite a total of 29 children from a private kindergarten class in Guangzhou to participate in the initial stage of the study.As the study progressed,the number of participants was gradually reduced in the later stages of the study and stabilised at five children,taking into account practical factors and the children’s own willingness to continue to participate.The researcher also paid close attention to the adult perspective,including the parents and teachers of the children involved in the study.Using a mosaic approach to collect participants’ perceptions of the EYFS and coding and analysing the data using MAXQDA software based on rooted theory,the study revealed that children’s understanding of the EYFS encompassed aspects of perceptions,status,expectations and aspirations and emotional attitudes towards the interface.Over time,children’s experiences of bridging are rich and varied: firstly,in terms of their perceptions of bridging,children’s understanding of EYFS gradually deepens and their perceptions of the differences between the two move from intuitive differences to self-experienced differences.Secondly,in terms of the current state of articulation,there is a general diversity of life in preparation for school,stages of adjustment to school and a changing holiday life.Thirdly,in terms of expectations and aspirations for articulation,children have different expectations of themselves and the significant others around them.Finally,in terms of emotional attitudes under bridging,children’s emotional experiences vary across the stages,with a general shift from mixed emotions to a predominance of positive emotions.This is contrasted with the adult understanding of the EYFS,which validates and complements the former,with similarities and differences in understanding between the two.Based on the findings of the study,the researcher concluded that the child perspective of EYFS has the following characteristics:(1)the child perspective of EYFS has a zigzag temporal structure;(2)the child perspective of EYFS exists in a multifaceted spatial structure;(3)the child perspective of EYFS has a rich content structure;and(4)the child perspective of EYFS has an undercurrent of emotions from various groups.This paper analyses the reasons behind the problems and dilemmas faced by children,adults,schools and society in the EYFS from the children’s perspective,and proposes the following strategies for possible breakthroughs:(1)Kindergarten: to cultivate children’s ability to adapt to primary school in a targeted,continuous and holistic manner;to respect children’s initiative and right to speak,and to bring into play their "self-growth power(1)Kindergarten: to develop the child’s ability to adapt to primary school in a targeted,continuous and holistic way;to respect the child’s initiative and voice and to develop his or her "self-growth";to respect the child’s nature and to promote his or her spiritual development.(2)Primary schools: increase children’s access to primary schools;respect children’s subjectivity and pay attention to the differences between young children and primary schools;give full play to the implicit role of the environment and create an environment conducive to the transition between young children and primary schools;establish a good home-school communication mechanism and strengthen cooperation with parents.(3)Parents: pay attention to their children’s growth and listen to their inner voices;update their educational philosophy and enrich their educational methods;proactively cooperate with schools in the work of EYFS.(4)Government: establish a mechanism to ensure the continuity of EYFS;promote the construction of a curriculum framework and evaluation system for the continuity of EYFS;strengthen teacher training and joint teaching and research of school sections;attach importance to family education guidance and realise collaborative parenting between home,school and society.(5)Society: make full use of various media platforms;build a platform for exchange and learning among all parties;strengthen guidance for parents.