Kindergarten education is the foundation of primary education, how to do a good job in connecting young children

Summary:

Kindergarten education is an important preparation for primary education, and early childhood transition is a key link to ensure a smooth transition from primary education. This paper analyzes the relationship between kindergarten education and primary education through literature review, and discusses how to do a good job in connecting kindergarten and primary education. The results show that kindergarten education should focus on cultivating children's social skills, cognitive skills and emotional management skills, so as to provide a foundation for them to smoothly adapt to the primary school environment and learning. At the same time, establishing a good home-school cooperation mechanism, strengthening teachers' professional training and providing personalized teaching support are also important means to achieve early childhood connection. This study has certain guiding significance for improving the level of early childhood articulation and promoting children's all-round development.

Keywords: kindergarten, primary school, early childhood transition, preschool education, education transition

I. Introduction

With the popularization of preschool education and the continuous improvement of the quality of kindergarten education, the transition between early childhood and early childhood has gradually become a hot spot in education research. Early childhood transition refers to the transition of young children from kindergarten to primary school, which has an important impact on children's personal development and adaptation to primary education. This paper aims to explore how to do a good job in the transition between kindergarten and primary education by in-depth study of the relationship between kindergarten and primary education.

Second, the relationship between kindergarten education and primary education

Kindergarten education and primary education are two important stages in the education system, and there is a close relationship between them. Kindergarten education refers to educational institutions that provide early education and care services for children aged 3-6 years old, and its goal is to help children develop physical, intellectual, emotional and social skills through a variety of games, activities, and experiences. Primary education is the educational stage in which children aged 6-12 are provided with formal learning based on kindergarten education.

First, kindergarten education lays the foundation for primary education. In kindergarten, children explore the world through a variety of games and activities, developing an interest and ability to understand and contact different things. This provides them with good preparation for entering primary school, making it easier for them to adapt to the school environment and learning tasks.

Secondly, there is a certain continuity in the content and objectives of kindergarten education and primary education. Kindergarten education focuses on cultivating children's comprehensive quality and social skills, and also pays attention to children's basic knowledge of language, mathematics, science and so on. Primary education is further deepened and expanded on these foundations, cultivating students' interest in learning and learning ability, and gradually guiding them to think independently and solve problems.

In addition, kindergarten education and primary education have a role of linkage and transition. The goal of kindergarten education is to help children adapt to the learning life of primary school, cultivate their self-care ability and sense of cooperation. When kindergarten is about to graduate, teachers will communicate and communicate with primary school teachers to help children make a smooth transition to primary school.

Finally, kindergarten education and primary education are both important parts of children's educational development, promoting and complementing each other. Parents, teachers and educational institutions should strengthen cooperation and form synergy to provide a good educational environment and conditions for children to promote their all-round development and growth.

To sum up, there is a close relationship between kindergarten education and primary education, the former lays the foundation for the latter, the content and goals have continuity, and there is a role of mutual connection and transition, jointly promoting the educational development of children.

(1) The characteristics and objectives of kindergarten education

Kindergarten education has unique characteristics and goals and aims to provide comprehensive early education and nursing services for children aged 3-6 years. Here are some of the characteristics and goals of kindergarten education:

1. Game-oriented: Kindergarten education focuses on promoting children's physical, intellectual, emotional and social development through various games and activities. Play is children's favourite way to learn, stimulating their interest, imagination and creativity.

2. Comprehensive development: Kindergarten education emphasizes comprehensive development, including cognitive, language, social, emotional and motor aspects. It not only focuses on the cultivation of knowledge and skills, but also focuses on the cultivation of children's aesthetic, moral and good behavior habits.

3. Individual differences: Kindergarten education respects the individual differences of each child and pays attention to teaching according to aptitude. Teachers provide targeted educational content and activities based on children's interests, strengths and abilities to maximize their potential.

4. Independent exploration: Kindergarten education encourages children's initiative and desire to explore. Teachers provide the appropriate environment and materials for children to choose, explore and solve problems independently, and develop their ability to observe, think and solve problems.

5. Social skills cultivation: Kindergarten education focuses on cultivating children's social skills and sense of cooperation. Through interaction and cooperation with peers, children learn to communicate, share, cooperate and resolve conflicts with others, and develop good interpersonal and teamwork skills.

6. Home cooperation: Kindergarten education emphasizes close cooperation with families. Teachers will maintain communication and exchange with parents to pay attention to the growth and development of children. Parental support and involvement play an important role in children's education.

In general, kindergarten education is characterized by play-led, integrated development, respect for individual differences, encouraging independent exploration, cultivating social skills, and emphasizing home cooperation. Its goal is to promote the holistic development of children and to develop their physical, intellectual, emotional and social abilities in preparation for entry into primary school.

(2) The characteristics and objectives of primary education

Primary education is an important stage after kindergarten education, which is designed for children aged 6-12 years to provide formal learning education. It has unique characteristics and goals designed to develop students' learning, thinking and social skills. Here are some of the characteristics and objectives of primary education:

1. Learning of subject knowledge: Primary education focuses on the teaching and learning of subject knowledge, including Chinese, mathematics, science, society and other subjects. Students will gradually learn the knowledge and skills of various subjects from shallow to deep, and establish a solid subject foundation.

2. Cultivation of learning methods: Primary education focuses on cultivating students' learning methods and learning strategies. Students will learn to arrange their study time reasonably and master various learning methods, including reading, thinking, memorizing, summarizing, etc., to improve learning effect and learning ability.

3. Cultivation of thinking ability: Primary education attaches importance to cultivating students' thinking ability, especially logical thinking and creative thinking. Through the process of inquiry and problem solving, students will develop their thinking skills, improve their problem-solving skills and innovative thinking.

4. Development of social skills: Primary education focuses on cultivating students' social skills and cooperation skills. Students learn to work with others, communicate and solve problems in small groups, classroom interactions, and campus activities, and develop good interpersonal and teamwork skills.

5. Development of personality and specialties: Primary education attaches importance to the development of each student's personality and the cultivation of specialties. Students will have the opportunity to participate in a variety of extracurricular activities and interest classes, develop their interests and strengths, and receive appropriate guidance and support.

6. Cultivation of moral quality: Primary education focuses on cultivating students' moral quality and moral concepts. Students will receive a good moral education in daily life and study, and cultivate their own good behavior habits and values.

In general, primary education is characterized by a focus on the learning of subject knowledge, the cultivation of learning methods and thinking skills, the development of social skills and personality specialties, and the cultivation of moral qualities. Its goal is to comprehensively cultivate students' academic ability, thinking ability, social ability and moral qualities, so as to prepare them for further study and life.

(3) The connection between kindergarten education and primary education

Kindergarten education and primary education are two stages that are closely connected, and there is an important articulation relationship. This articulation is reflected in the following aspects:

1. Learning preparation: Kindergarten education prepares children for primary school learning. In kindergarten, children develop an interest and ability to understand and touch different things through a variety of games and activities, and gradually get used to the learning environment. This makes it easier for them to adapt to the learning requirements and learning tasks of primary school.

2. Content connection: Kindergarten education and primary education have a certain continuity and cohesion in the cultivation of subject knowledge and ability. Kindergarten education focuses on cultivating children's comprehensive qualities and basic skills, including basic knowledge such as language, mathematics, and science. Primary education is further deepened and developed on these foundations, systematically teaching subject knowledge and developing students' thinking skills and problem-solving skills.

3. Transitional counseling: Kindergarten education and primary education provide guidance and support during the transitional stage. When the kindergarten is about to graduate, teachers will communicate and communicate with the primary school teachers to help the child make a smooth transition to primary school. They will understand your child's learning, hobbies and special needs, and provide appropriate guidance and assistance.

4. Continuation of educational philosophy: Kindergarten education and primary education continue the educational philosophy and goals. Kindergarten education pays attention to the cultivation of children's comprehensive quality and personality development, and primary education further emphasizes the cultivation of subject knowledge and ability on this basis. This continuity allows children to continue to develop their potential and interests as they enter primary school.

In general, there is a strong interface between kindergarten and primary education. Kindergarten education provides children with good preparation for entering primary school learning, with continuity and cohesion in content, guidance and support in the transitional stage, and the emphasis on comprehensive quality and personality development continues in educational philosophy. This articulation helps children achieve smooth transitions and holistic development in the educational process.

Third, the importance of connecting young children

Doing a good job of connecting young children is of great significance to children's learning and development. Here are a few aspects that illustrate the importance of making a good transition between young children:

First, smooth transition: The transition between kindergarten and primary school is a key stage in the transition from kindergarten to primary school learning environment. Doing a good job of bridging can help children relieve the stress and discomfort caused by the transition, and make the learning process smoother and more coherent.

Secondly, individual differences are concerned: when early childhood transitions, schools and teachers can fully understand and pay attention to the individual differences of each child. This includes aspects such as the child's academic level, interests, strengths and special needs. Individual attention can provide children with more targeted education and support to help them better adjust to the new learning environment.

Third, the foundation of learning is laid: An important goal of early childhood transition is to lay a solid learning foundation for children. Kindergarten education provides children with initial learning experience and the cultivation of various qualities, which helps children to better cope with changes in learning content and learning styles after entering primary school.

Secondly, continuous attention to development: During the transition between early childhood, schools and teachers can continue to pay attention to children's learning and development. This constant attention helps to identify the child's potential and problems in a timely manner and take appropriate educational measures to promote the child's overall development.

Finally, family involvement and support: The success of early childhood transition is inseparable from family participation and support. Parents play an important role in the transition process, working closely with schools and teachers to focus on their child's learning and adaptation, providing the necessary support and guidance.

To sum up, doing a good job of connecting young children is of great significance to children's learning and development. It enables smooth transitions, focuses on individual differences, lays the foundation for a child's learning, maintains a focus on development, and receives family involvement and support. These all help children to achieve better adaptability, all-round development and growth in the learning process. Therefore, the importance of the young connection cannot be ignored.

(i) The need to promote the full development of young children

Promoting the all-round development of young children is the core need of kindergarten education, which reflects the attention and cultivation of children's individual multi-faceted abilities. The following are a few aspects illustrating the need to promote the holistic development of young children:

1. Physical development: Early childhood is the fastest stage of physical development, and promoting the physical development of young children is essential for their healthy growth. By providing appropriate physical activity, play and movement, the coordinated development of young children's large and small muscles can be promoted, and their motor skills and physical fitness can be developed.

2. Social development: Kindergarten education focuses on cultivating children's social skills and sense of cooperation. Young children learn to communicate, share, cooperate and resolve conflicts with others through interaction and cooperation with their peers. This helps them build good relationships, learn to share, and support each other.

3. Emotional development: In kindergarten, young children can learn to express emotions, understand the emotions of others and establish emotional connections. Through interaction with teachers and peers, they are able to develop positive emotional experiences, develop self-confidence and adaptability, and form positive and healthy emotional attitudes.

4. Cognitive development: Promoting children's cognitive development is an important task of kindergarten education. Young children develop the ability to observe, think, remember, and solve problems through play and exploration. By providing a rich language environment, age-appropriate games and activities, children's curiosity and thinking skills can be stimulated, and their cognitive development can be promoted.

4. Creativity development: Children's creativity is an important asset in their development process. By providing a wealth of creative activities such as art, music, and handicrafts, children's imagination, creativity and artistic expression ability can be stimulated, and their innovative thinking and aesthetic awareness can be cultivated.

6. Language development: Kindergarten education attaches importance to the language development of young children. Through a rich language environment and language activities, it can promote the development of children's language expression ability, communication ability and listening and speaking ability, and provide a foundation for their future learning and socialization.

Overall, promoting the holistic development of young children meets their individual multifaceted needs. Physical, social, emotional, cognitive, creative and language development areas help young children develop healthy, confident, positive individuals and lay a solid foundation for future learning and growth.

(2) Reduce the pressure on young children to adapt to the primary school environment

Reducing the stress of young children adjusting to the primary school environment is an important task that can help them transition to their new learning environment more smoothly. Here are some ways and measures that can help reduce the stress of young children adjusting to the primary school environment:

1. Understand in advance: In the early childhood transition stage, kindergartens and primary schools can strengthen communication and provide necessary information and materials to let children understand and understand the primary school environment they will face in advance. This helps young children prepare mentally and reduces the tension that comes with a new environment.

2. Adaptive training: Kindergartens can experience the learning environment and activities of primary school through simulation and adaptive training. For example, arranging for children to visit primary schools and participate in classroom activities in primary schools helps children gradually become familiar with and adapt to the new learning environment.

3. Gentle transition: The transition process should adopt a gradual and gentle approach to enable young children to adapt to the new learning environment and learning style. For example, the learning content and learning time in primary schools can be gradually increased to give young children time to adapt to new learning tasks.

4. Establish contact: Primary school teachers can communicate and communicate with kindergarten teachers to understand the learning and adaptation of young children. This helps primary school teachers better understand the individual characteristics of each young child and provide the necessary support and guidance based on their needs.

5. Family support: Family support is very important for young children to adapt to the primary school environment. Parents can discuss changes in school life with their children and encourage and support them to adapt to the new environment. In addition, parents can maintain good communication with primary school teachers and pay attention to children's learning and adaptation.

6. Pay attention to emotional needs: adapting to the new environment is challenging for children's emotional development. Teachers can communicate with young children, listen to their feelings, and provide timely feelings of safety and support. At the same time, teachers can also encourage children to cooperate and help each other with their peers, helping them build friendships and good interpersonal relationships.

Through the above methods and measures, it can help reduce the pressure on young children to adapt to the primary school environment and make them better adapt to their new learning life. Focusing on early childhood transitions and providing the necessary support can help young children make a smooth transition and promote their holistic development.

(iii) Necessary conditions for improving the learning outcomes of young children

A prerequisite for improving early childhood learning outcomes is a focus on their overall development and the provision of an appropriate learning environment. Here are a few prerequisites:

1. Pay attention to individual differences: Each child is a unique individual with his own interests, characteristics and learning styles. In order to improve the learning effect of young children, teachers need to pay attention to the individual differences of children, teach according to their aptitude, and provide personalized learning support and guidance according to children's interests and needs.

2. Create a positive learning environment: Providing a positive, safe and warm learning environment is the key to improving children's learning outcomes. Schools and teachers should create an exploratory and creative learning atmosphere, provide a variety of learning resources and activities, and stimulate children's curiosity and interest in learning.

3. Careful observation and evaluation: Teachers need to understand children's learning progress and areas for improvement through careful observation and evaluation. Ongoing assessment can help teachers adjust teaching strategies and provide targeted education and support to help young children reach their full potential.

4. Reasonable organization of learning activities: children's learning needs appropriate learning activities, and attention should be paid to the consistency of learning content, the connection with children's actual life, and the fun and interaction of activities. Through various forms of learning activities such as games, discussions, and practices, children's interest and initiative in learning are stimulated.

5. Home-school cooperation: Family participation and support are very important to improve the learning effect of young children. Teachers and parents should maintain communication and cooperation and pay attention to the learning and development of young children. Parental support and involvement can provide young children with a good learning environment and learning conditions.

6. Affirmation and encouragement: Teachers should pay attention to affirming children's efforts and progress, and actively encourage their achievements in learning. Positive feedback and encouragement can help enhance children's motivation and self-confidence, promote better participation in learning and achieve good learning results.

To sum up, to improve the learning effect of young children, it is necessary to pay attention to individual differences, create a positive learning environment, carefully observe and evaluate, reasonably organize learning activities, carry out home-school cooperation, and give recognition and encouragement. These necessary conditions can promote the active participation and overall development of young children, and improve their learning effect and interest in learning.

4. Strategies and methods for implementing early childhood connection

Implementing early childhood transition strategies and methods can help young children make a smooth transition to primary school, reduce adjustment pressure, and promote learning and development. Here are a few common strategies and methods:

First, teacher cooperation and communication: kindergarten teachers and primary school teachers can regularly cooperate and communicate to share children's learning situation, interests, characteristics and needs. This helps primary school teachers better understand children's backgrounds and learning experiences, and provides them with individualized pedagogical support and guidance.

Second, adaptive training: kindergartens can arrange children to visit primary schools and participate in classroom activities in primary schools, so that they can understand and familiarize themselves with the learning environment and learning methods of primary schools in advance. Adaptive training can help young children build expectations and confidence in primary school and reduce the stress and tension caused by the transition.

Third, parental involvement and support: Parents play a key role in the transition between young children. Schools can organise parent-teacher meetings or workshops to provide parents with relevant information and guidance on the goals and methods of early childhood transition, and provide support and encouragement to their children. The active participation of parents helps to build a good relationship of home-school cooperation, and jointly pay attention to the learning and adaptation of young children.

Fourth, transitional support: During the transition to early childhood, schools can provide some transitional support. For example, prepare young children for transitional classes and activities to help them gradually adapt to new learning requirements and learning environments. At the same time, teachers can build relationships and trust with young children, providing individualized attention and support.

Fifth, social activities and cooperation: schools can organize some social activities and cooperation projects to give children the opportunity to communicate and cooperate with children who are about to become classmates. This helps build new friendships and relationships and reduces feelings of loneliness and discomfort in the primary school environment.

Sixth, comprehensive assessment and referral: In the process of early childhood transition, comprehensive assessment can be carried out, including children's learning ability, interests, strengths and special needs. Based on the results of the assessment, schools can provide individualized educational programs and referral services to provide necessary support and resources for the learning and development of young children.

In general, implementing early childhood bridging strategies and methods requires the joint efforts of schools, teachers and parents. Through teacher cooperation and communication, adaptive training, parent engagement and support, transitional support, social activities and cooperation, and comprehensive assessment and referral, young children can help make a smooth transition to primary school, reduce adjustment pressure, and promote their learning and development.

(1) Develop children's social skills

Developing children's social skills is one of the important tasks of kindergarten education, and here are some methods and strategies to help young children develop social skills:

1. Create a cooperative environment: Kindergartens should provide a positive cooperative environment and encourage children to cooperate with their peers. Organize group activities, team games and cooperative projects so that children learn to share, collaborate and solve problems in a group.

2. Play role-playing: Through games and role-playing, young children can learn to communicate, cooperate and resolve conflicts with others. Organize role-play activities for children to play different roles and interact with other roles to develop their social skills and emotional expression.

3. Imitation behavior: Kindergarten teachers can lead by example and guide children to learn to interact with others by imitating behavior. Teachers can model positive communication and cooperative behaviors, encourage young children to imitate and learn, and develop good social habits and expression skills.

4. Give opportunities to express themselves: Create opportunities for children to express themselves and encourage them to speak their thoughts and feelings. Kindergarten teachers should listen to and respect children's opinions and opinions, give positive feedback and support, and develop their self-confidence and expression skills.

5. Promote the development of friendship: encourage children to develop friendship relationships and organize activities conducive to friendship establishment. For example, organize group games, parties, etc., so that children and peers can get to know and communicate with each other, and cultivate the spirit of friendliness, respect and helping others.

6. Conflict resolution skills: help children learn methods and strategies for conflict resolution. Teachers can guide them to learn to listen, respect the opinions of others, and resolve conflicts through discussion and child arbitration, and develop good interpersonal and problem-solving skills.

7. Home-school cooperation: cooperate with parents to pay attention to the social development of children. Parents can give their children opportunities to communicate and cooperate with others in the family, maintain communication with teachers, understand their children's social performance in kindergarten, and encourage their children to participate in social activities.

Through these methods and strategies, kindergarten education can help young children develop social skills and improve their communication skills, cooperation skills, and conflict resolution skills with others. These social skills are not only beneficial for young children in kindergarten life and learning, but also lay the foundation for their future social interaction and interpersonal relationships.

(2) Cultivate children's cognitive abilities

Developing children's cognitive abilities is one of the important tasks of kindergarten education, and here are a few methods and strategies to help young children develop cognitive abilities:

1. Create an exploration environment: Provide rich and diverse learning materials and environments to encourage children to explore and observe. Kindergartens can set up exploration areas and place suitable toys, tools, books, etc., so that children can actively touch, explore and discover, and stimulate their curiosity and thirst for knowledge.

2. Provide a rich language environment: Language is the foundation of cognitive development, and children build their own cognitive world through the use and communication of language. Teachers should provide a rich language environment to promote the development of children's language understanding, expression and communication skills through dialogue, reading aloud and story explanation.

3. Encourage thinking and problem solving: By asking questions and stimulating thinking, encourage children to think independently and solve problems. Teachers can guide young children to ask their own problems, encourage them to try different solutions, and provide the necessary support and guidance to help them develop their thinking skills and problem-solving skills.

4. Provide appropriate learning activities: design and organize learning activities suitable for children's cognitive development, including picture stories, puzzles, matching games, classification activities, etc. These activities can help young children develop the ability to observe, classify, reason, remember, and concentrate.

5. Creative expression activities: Through creative activities such as painting, handicraft and role play, children are encouraged to express their thoughts and feelings. These activities can promote the development of children's imagination, creativity and artistic expression skills, stimulate their innovative thinking and aesthetic awareness.

6. Careful observation and recording: Teachers should carefully observe children's behavior and performance, and record their cognitive development process. Records can help teachers understand children's learning progress and needs, adjust teaching strategies in a timely manner, and provide personalized learning support and guidance.

7. Family participation and support: Family participation and support are very important for children's cognitive development. Parents can provide a wealth of learning materials and activities to explore and solve problems with young children, encouraging them to think, ask questions and discover.

Through these methods and strategies, kindergarten education can help young children develop cognitive skills and develop the ability to observe, think, solve problems, and innovate. These cognitive abilities are not only beneficial to children's learning and development in kindergarten, but also lay a solid foundation for their future learning and life.

(3) Cultivate children's emotional management skills

Developing children's emotional management skills is an important task in kindergarten education, and here are a few methods and strategies to help young children develop emotional management skills:

1. Emotional cognition: Teachers should guide children to learn to recognize and understand their emotions. Through activities such as discussion and book reading, help young children learn to identify different ways of expressing emotions and understand the relationship between emotions and events.

2. Express emotions: Encourage young children to express and share their emotions in an appropriate way. Teachers can encourage children to express their emotions, such as drawing, practicing speaking, and role-playing toys to help them develop positive emotional expression habits.

3. Emotion regulation: Kindergartens can provide a variety of emotion regulation activities, such as deep breathing, relaxation games, discussion activities, etc., to help children learn to control and regulate emotions through self-control. Teachers can also give children appropriate feedback and guidance, teaching them to think calmly and cope in the face of setbacks and difficulties.

4. Emotional observation and feedback: Teachers should carefully observe children's emotional changes and give appropriate feedback. By praising positive emotional expressions and providing comfort and support, teachers can help young children learn to recognize and manage their emotions and adjust their relationships with others.

5. Listening and communication: Teachers should establish a good listening and communication environment to encourage children to share their emotions and needs. Through dialogue with young children, teachers can understand their emotional state and give appropriate responses and support.

6. Emotional imitation and role play: Through emotional imitation and role play, young children can experience and understand the differences between different emotions. Teachers can guide children through different roles and emotional states through play, helping them recognize, understand and manage their emotions.

7. Family participation and support: Parents play a vital role in cultivating children's emotional management skills. Kindergartens can work closely with parents to provide relevant materials and guidance so that parents can support and promote the development of children's emotional management skills in the family.

Through the above methods and strategies, kindergarten education can help young children recognize and manage their emotions. These emotional management skills are essential for young children's personal development and social relationships, helping them to develop positive emotional attitudes and cope with stress.

(4) Establish a good home-school cooperation mechanism

Establishing a good home-school cooperation mechanism is of great significance to the education and development of young children. Here are some methods and strategies that can help establish a good home-school cooperation mechanism:

1. Communication and exchange: Timely and effective communication and exchange is the basis of home-school cooperation. Schools and teachers should set up a variety of communication channels, such as parent-teacher meetings, parents' WeChat groups, home-school communications, etc., to facilitate parents and teachers to communicate students' learning and development.

2. Home visit activities: Regular or irregular home visit activities can enhance the interaction and understanding between teachers and parents, and promote the close contact between home and school. Home visits allow teachers to better understand children's family background, interests and characteristics, and provide personalized education and support for children.

3. Parental participation: encourage parents to actively participate in school activities and decision-making. Schools can invite parents to participate in school activities, classroom observations, volunteer work, etc., so that parents can participate in early childhood education and enhance their sense of identity and responsibility for the school.

4. Home-school cooperation projects: Schools and parents can work together on cooperative projects, such as parent training courses, homework guidance, etc. Schools provide resources and guidance to work with parents to provide a better learning and growing environment for young children.

5. Feedback from parents: Schools should set up channels to receive parents' opinions and suggestions. Set up parent suggestion boxes, online questionnaires and other methods to give parents the opportunity to express their opinions and feedback on the school and teachers. And ensure that parents respond carefully and take necessary action.

6. Parent education: The school provides parents with training and resources on early childhood education and family education. This helps parents understand the developmental stages and educational methods of young children, provide better support and guidance, and build a common language and understanding of home-school cooperation.

7. Diversified forms of cooperation: Schools and parents can flexibly use various ways to cooperate, such as online platforms, homework assignments, regular parent meetings, etc. This increases the frequency and opportunities for collaboration and promotes closer ties between home and school.

By establishing a good home-school cooperation mechanism, schools and parents can form a close partnership to focus on the learning and development of young children. This collaborative mechanism provides support and guidance to young children for their holistic development and development.

(5) Strengthen professional training for teachers

Strengthening the professional training of teachers is an important measure to improve the quality of teaching and the effectiveness of education. Here are some methods and strategies that can help strengthen professional training for teachers:

1. Provide diversified training forms: Schools and educational institutions can provide a variety of forms of training, including workshops, seminars, online courses, etc. These trainings can cover different teaching areas, educational technologies, curriculum design, and teaching methods, etc. to meet the different needs and interests of teachers.

2. Demand-oriented training plan: through questionnaires, individual interviews, etc., to understand the training needs and interests of teachers. Tailor a personalized training program to these needs to ensure that teachers receive training resources and support that are beneficial to their teaching and professional development.

3. Learning sharing and cooperation: Encourage learning sharing and cooperation among teachers. Schools can organize teaching observations, sharing experiences and case studies among teachers, promote exchanges and mutual assistance between teachers, and jointly improve teaching standards and professional qualities.

4. Mentor system: Establish a mentor system, let experienced teachers serve as mentors for new teachers, provide guidance and support for them. Tutors can share their teaching experiences, help new teachers adjust to the work environment, provide teaching tips and advice, and provide opportunities for reflection and growth.

5. Resource provision: Schools can provide a wealth of teaching materials and resources, such as teaching reference books, e-learning resources, curriculum design templates, etc. These resources can help teachers plan and prepare for instruction, and develop innovative teaching practices.

6. Continuing learning mechanism: establish a mechanism for continuous learning, encourage teachers to participate in professional academic conferences, seminars and research projects, and carry out continuous professional development. Schools can support faculty participation in academic exchanges and research projects, and provide corresponding funding and time support.

7. Feedback and evaluation: Regularly feedback and evaluate teachers to help them understand their teaching performance and development direction. Based on the results of the assessment, individual growth plans are formulated and corresponding training and support are provided to help teachers continuously improve their teaching standards and professional qualities.

In summary, strengthening the professional training of teachers is essential to improve the quality of teaching and the effectiveness of education. By providing diversified training forms, demand-oriented training plans, learning sharing and cooperation, establishing a mentor system, providing resources and support, establishing a continuous learning mechanism, and conducting feedback and evaluation, teachers can effectively improve their professional ability and teaching level. This will help to improve the quality of kindergarten education and the learning outcomes of young children.

(6) Provide personalized teaching support

Providing individualized instructional support is key to helping each student achieve their learning goals and development potential. Here are a few methods and strategies that can help provide personalized instructional support:

1. Reasonable diagnosis and assessment: Diagnose and evaluate students in a variety of ways to understand their learning characteristics, needs and potential. Standardized tests, observation records, work displays, and other methods can be used to collect students' data and information to lay the foundation for personalized teaching support.

2. Differentiated teaching: According to the differences and needs of students, individually or in groups to provide teaching content, teaching methods and assessment methods suitable for them. Teachers can personalize guidance and guidance to students according to their learning level and interests through groups, teaching materials at different levels, customized learning tasks, etc.

3. Individual feedback and guidance: Provide immediate and specific feedback and guidance for students' learning performance. Teachers can explain in detail to students their academic progress and development direction through individual meetings, comments and comments, etc., to help them reflect and improve.

4. Guide independent learning: encourage students to participate in independent learning, explore their own interests and learning needs, and formulate personalized learning goals and plans. Teachers can provide learning resources, timing, and guidance to help students develop the ability and awareness of self-directed learning while supporting them in achieving their individual learning goals.

5. Transformational learning strategies: According to students' learning characteristics and needs, teachers can help them master effective learning strategies and skills. Teachers can guide students to use appropriate learning strategies in reading, memorizing, thinking and problem solving, etc., so as to improve learning effectiveness and learning efficiency.

6. Family cooperation: Cooperation with parents is an important part of providing personalized teaching support. Teachers can maintain close communication and cooperation with parents, share students' learning and needs, negotiate personalized learning plans, and provide home learning activities and resource support.

Through the above methods and strategies, it can help to provide personalized teaching support to meet the different needs and development levels of students. Personalised teaching support not only contributes to students' learning outcomes and satisfaction, but also boosts their self-confidence and motivation.

5. Case analysis of early childhood bridging experience

In a certain city, Bob is a toddler who is about to graduate from kindergarten and is about to enter the first grade of primary school. With the help of kindergarten teachers, Bob has achieved good learning and development results in the kindergarten stage. In order to ensure a smooth transition between kindergartens and primary schools, kindergartens work closely with primary schools to take the following measures:

1. Prepare in advance: Kindergarten teachers understand the learning environment and subject requirements of the primary school that Bob is about to enter. They communicate and exchange with primary school teachers, understand the school culture and teaching characteristics of primary schools, and prepare for Xiaoming's transition in advance.

2. Adaptive training: The kindergarten has arranged adaptive training activities to let Bob experience the learning environment and learning methods of primary school. They organized a visit to the primary school and led Bob to participate in the classroom activities of the primary school, so that he gradually adapted to the learning requirements and learning environment of the primary school.

3. Transition counseling: In the transition stage of early childhood transition, kindergarten teachers and primary school teachers conducted bridging counseling. They discussed and understood Bob's learning situation and characteristics, and developed a personalized transition plan. During the transition process, both kindergarten teachers and primary school teachers gave Xiaoming full attention and support.

4. Home-school cooperation: The kindergarten and the primary school have strengthened home-school cooperation and maintained close communication with Xiaoming's parents. They hold regular parent meetings to share their child's learning and transition progress. At the same time, parents also give Xiao Ming support and guidance at home, and pay attention to Xiao Ming's learning and adaptation with teachers.

This case describes the experience and practice of early childhood transition, through the cooperation and communication between kindergarten and primary school, advance preparation and adaptive training, as well as home-school cooperation, Bob was able to smoothly transition to the primary school environment, and received personalized educational support and guidance. These measures helped Bob adapt to the requirements and pace of the school, facilitating his learning and development.

6. Conclusion and outlook

Through comprehensive literature analysis, this study explores how to connect kindergarten education as a foundation for primary education. By cultivating children's social skills, cognitive skills and emotional management skills, establishing a good home-school cooperation mechanism, strengthening teachers' professional training and providing personalized teaching support, the level of early childhood articulation can be effectively improved. Future research can further explore the specific strategies and methods of early childhood transition, and provide more theoretical and practical support for promoting children's comprehensive development and adapting to primary education.

Conclusion:

Comprehensive literature analysis shows that kindergarten education plays a very important role in laying the foundation for primary education. By cultivating children's social skills, cognitive skills and emotional management skills, establishing a good home-school cooperation mechanism, strengthening teachers' professional training and providing personalized teaching support, the level of early childhood articulation can be effectively improved.

Prospect:

Further research can explore the specific strategies and methods of early childhood transition, and provide more theoretical and practical support for promoting children's comprehensive development and adapting to primary education. For example, we can explore how to better cultivate children's interest in learning and self-directed learning ability, and provide more personalized and differentiated teaching support. In addition, the effective mechanism and strategy of home-school cooperation can be further studied, as well as improving the effect and quality of teacher professional training, so as to provide more practical experience and guidance for promoting the continuous improvement of early childhood transition.

To sum up, early childhood transition is an important and complex task that requires the joint efforts of educational institutions, teachers and parents. By implementing the right strategies and approaches, young children can be well supported for their smooth transition into primary school, promoting their learning and development. Future research and practice should continue to focus on sustainable improvements in early childhood articulation to achieve the full potential of early childhood education and development.