How to do a good job of connecting young children

It is a great event for children to enter primary school from kindergarten and a major turning point in life. So how can children enter primary school happily and face primary school life confidently and independently? What about us as kindergarten teachers? First, correctly understand the main differences between kindergartens and primary schools. First, the change of living environment. Kindergarten activity rooms are generally beautifully decorated, lively and full of childlike interest, which not only has a rich material environment, but also includes a harmonious psychological environment. However, there are only tables and chairs in the primary school classroom, so the fixed seats are not attractive to children, and there are fewer opportunities for junior students to enjoy sports equipment on the playground, which will inevitably make children feel bored. Second, the change of life content. Primary school study is a social obligation and the main activity of primary school students. Regardless of whether children are interested in the courses they have studied, they should learn the prescribed courses well according to the unified national syllabus. Third, the change of teacher-student relationship. Kindergarten teachers take care of children like parents and participate in various activities of children's lives, forming a harmonious and intimate atmosphere between teachers and students. The primary school teachers mainly focus on teaching, and there are fewer opportunities to care about students' lives. Teachers and students have less personal contact time, and new children may feel depressed and unfamiliar. Fourth, the change of teaching methods. Kindergarten teaching is intuitive, interesting and diverse, that is, learning while playing. Primary schools emphasize systematic cultural knowledge education and training of basic skills such as reading, writing and arithmetic, and need to work hard to complete learning tasks. The above aspects show that only when kindergarten teachers are fully aware of the impact these changes will bring to their children can they scientifically prepare their children for school from the aspects of physiology, psychology and behavior habits. Second, do a good job in preparing children for admission to large classes from all aspects. (1) Improve children's social adaptability. First, cultivate children's awareness of rules and form good life and study habits. Through daily life activities, children can be trained to understand the rules of each activity, help them master the ability to implement the rules, and encourage them to discover the rules and the consequences of not having rules (destroying books, etc.). Second, cultivate children's sense of responsibility. Teachers should let children know the meaning of tasks, realize that teachers or adults trust you, and then assign tasks to you, cultivate children's awareness of accepting tasks, and help children learn and master the skills to complete tasks in practice. Third, cultivate independence and self-care ability. Give children the opportunity to exercise and let them do what teachers can do independently. At the same time, we should pay special attention to cultivating children's concept of time and labor. Parents are required to cooperate with the target requirements of kindergartens and train their children to do housework within their power, such as sweeping the floor and picking vegetables. Fourth, to cultivate children's ability to communicate boldly with others, we should start from small things. For example, ask children to learn to be modest and polite, not to talk loudly, not to grab toys with friends and so on. These things seem trivial, but they are conducive to creating an atmosphere of friendly cooperation and enhancing children's communication skills. Parents should also let their children interact with children of different ages, take their children out of the house and make friends extensively, so that their children can become people who are willing to communicate and good at communication. Fifth, improve children's ability to solve problems. Kindergarten is a good place to cultivate children's ability to solve problems independently. Take the initiative to start with the details of children's learning life-for example, what should I do if I encounter problems? How to pack toys and school supplies? How to divide the dishes and chopsticks and how to take out the garbage? At the same time, letting children learn to express their opinions accurately can properly solve the contradictions between peers. In activities, especially free activities, try to let children solve problems by themselves. Sixth, carry out safety awareness education and enhance self-protection ability. After leaving kindergarten and entering primary school, children face more complicated social environment and encounter many unsafe factors. Teachers should teach children to protect themselves, such as telling children not to talk to strangers casually, how to ask for help when encountering difficulties, and so on. In addition, they should be educated to understand and abide by traffic rules and pay attention to their own safety. Seventh, strengthen children's adaptability to the environment. In order to eliminate children's strangeness to the environment after entering school, kindergarten teachers can make corresponding adjustments to teaching. We can appropriately reduce children's time for activities and games, and also let children communicate with primary school students and observe their homework, thus stimulating children's strong desire to fall in love with primary school. In this way, children will gradually transition from thinking, habits and cognitive ability, and it is easier for them to adapt to the school environment after entering school. (2) Developing Learning Adaptability After children enter school, learning becomes their main activity, with reading, writing and arithmetic as the leading factors. However, kindergarten teachers must not enter the misunderstanding of letting children accept specific textbook knowledge prematurely, but should pay attention to the intelligent development behind children's cognition, reading and calculation, such as understanding spatial relations, observing and comparing, and operating abstract symbols. In addition, special attention should be paid to cultivating children's interest, enthusiasm, concentration and persistence in learning. For example, let children finish painting, paper cutting, writing and other activities within a limited time, mainly to let children concentrate on doing one thing well and persist for a period of time, so that children can adapt to the time requirements of future classes. For another example, tell children more stories, fairy tales, poems and other literary works, develop the habit of sitting quietly and listening to lectures, and lay a solid foundation for formal and systematic learning after entering school. Other learning adaptations can not be ignored, such as teaching children some knowledge related to life experience and improving their oral expression ability. Thirdly, in class organization, three changes should be realized to adapt to the age characteristics and development needs of large class children. (1) The "mutation" phenomenon of changing teaching methods and teaching forms. At the end of large classes, we should appropriately reduce games and outdoor activities, increase quiet activities such as reading, manual work, minimize intuitive ways such as games, reading and writing, and conduct oral teaching such as guessing riddles and finding mistakes to promote the transition of children's thinking from intuitive to abstract. (2) Make the living environment layout gradually close to the primary school, and the work and rest system at the end of the large class can be changed appropriately, such as shortening the nap time, extending the class time, and gradually increasing the number of classes or intellectual activities every week. The environment should be as elementary as possible, and the placement of desks should be changed to help children concentrate. In addition, you can also carry out some routine training related to primary school study, such as carrying your own schoolbag to school, not being late, taking sick leave, etc. (3) Strengthen physical exercise and enhance children's physique In order to make children adapt to the intense physical and mental work after school, at the end of the large class, we should transition from training children's basic movements to exercising children's physique, and cultivate children's courage, sports competition ability and adaptability to the external environment and external stimuli, such as taking an air bath during morning exercises. Fourth, do a good job in the connection between parents and teenagers. The convergence of youth is not just a matter for kindergartens and primary schools. Family and social factors play an important role, especially the role of parents. Therefore, we should attach great importance to the work of parents in the work of connecting the preceding with the following. (1) In view of the cognitive problems among parents, parents' meetings and special lectures will be held to inform parents about the development of children, and introduce the training objectives of kindergartens, work plans for large classes and specific measures for children's connection. Establish a parent school and invite preschool education experts to teach in the park, so that parents can realize that school preparation is not only intellectual preparation, but also physical and psychological preparation. (2) Give full play to the role of "parents' garden", which is a window for kindergartens to communicate with parents. At the end of the big class, we can set up a children's connection column, select and change the content in a planned way according to the goal, so that parents can learn and master the scientific concept of education and children in a small "garden", so as to actively cooperate with kindergartens and work together for the development of children. (Le Please Cheng Town No.1 Kindergarten Zhang) Source: "China Private Education-Preschool Education Edition" recommended Weibo Daxie Health official meager infertility expert to pay attention to plastic surgery in the Second Affiliated Hospital, Huang, the father of Chongqing IVF, and Huang Yong, director of cardiovascular surgery.