Young articulation
In September, when the kindergarten children have entered the primary school, will they adapt to the new environment after entering the primary school? How do elementary school students perform in class? What is the difference between the activities of each day in school and the life of a day in kindergarten? How can the three parties of home, kindergarten and school work together to slow down the slope of the connection between young and young children?
In order to solve this series of confusions, we will build a communication and discussion platform between kindergarten teachers to help children achieve a smooth transition from kindergarten to primary school in all aspects of physical and mental aspects. Recently, Li Shuling, the director of the kindergarten on Nange East Road in the ancient city, led song Qingyang, deputy director of the kindergarten, Guo Jing, Wang Zongyao, two teaching and research directors, as well as more than ten people from the class teacher and teacher of cuccid university, to investigate and understand the current situation and problems of the kindergarten children after enrollment, and observed and discussed the first-grade language teaching with the deputy principal of the experiment, Sun Hongyu, the backbone teacher of the first grade, and the new teacher, and conducted discussions and exchanges on the cultivation of children's language development, behavior habits, learning quality, etc., which effectively promoted the two-way connection between kindergarten and primary school.
The school works together to study and connect
Under the leadership of Principal Sun, we walked into the first-grade classroom and observed the Chinese activity "Song to Rhyme" taught by primary school teachers. According to the special psychological characteristics of primary school students in the transitional stage of kindergarten, Teacher Li of the first grade retained the form of kindergarten "gamification", created an educational situation close to life with the help of intuitive image pictures, and adopted the small game "driving the train" and "word solitaire" method to entertain and teach, and effectively completed the teaching difficulties in a relaxed and pleasant atmosphere. Teachers are very pleased to see that the kindergarten children of the past have become real primary school students, sitting upright at their desks, listening carefully to the teachers' lectures, actively raising their hands, and speaking boldly. We lament that in just three weeks of entering the school, kindergarten children can adapt to primary school life and achieve growth and progress.
According to Principal Sun, the activities of the children visiting the primary school in the second semester of the kindergarten lay the foundation for them to be familiar with the environment, and in the first week after entering the school, the primary school teachers will once again lead the new students to understand the environment in various parts of the primary school, cultivate basic routine behavior habits, truly realize the "zero starting point" teaching, effectively slow down the slope of the kindergarten, and realize the effective connection between the primary school classroom and the kindergarten education activities.
After the observation, kindergarten teachers and primary school teachers sat together and conducted in-depth discussions and exchanges on the curriculum arrangement, teaching methods, and habit cultivation of different school segments. Kindergartens take games as the basic activity method and adhere to "de-primary schooling", while primary schools adhere to "zero starting point" teaching, drawing on the form of kindergarten gamification to help young children successfully complete the role transformation of primary school students. In this process, the cultivation of children's behavior habits, learning interests, communication skills, language expression skills and inquiry skills is crucial for young children. In the teaching and research, the first-grade class teacher summarized the main problems encountered by the children when they first entered the primary school, and put forward reasonable suggestions for the kindergarten from several aspects, such as the children's self-care ability, the cultivation of good behavior habits, and the cultivation of reading ability. Finally, the teachers agreed that "learning knowledge" can be slowed down, "good habits" need to be formed as soon as possible, and children can help children develop good learning and living habits through interesting children's songs.
In view of the regular habit of "pen holding posture", the teachers of both sides learned the correct "five-finger penmanship" together, combined with interesting small passwords, to help children develop correct writing habits.
Special topic teaching and research · Clear direction
Back in the kindergarten, Director Li led all the teachers to study the "Key Points for Kindergarten Preparation Education" issued by the Ministry of Education again. According to the "development goals", "specific performances" and corresponding "educational suggestions" proposed in the "Guidance Points", combined with his experience in organizing a day-long activity in the class, Mr. Li Rui, the head teacher of the kindergarten, shared some cases and ideas prepared in the four aspects of children's physical and mental health, life, society and learning, and conducted secondary training on the teaching skills, interactive exchanges, activity routines, and correct sitting and writing postures felt in a small language classroom.
After the meeting, Director Li stressed: The work of connecting young children is not achieved overnight, we must take the "Outline" and "Guide" as the guide, start from the kindergarten entry of small classes, respect the individual differences of young children, consciously cultivate children's good learning quality, behavior habits, rule awareness, task awareness, etc., and integrate them into kindergarten game activities and one-day life, improve the large, middle and small class kindergarten connection program, and gradually promote the early childhood articulation work.
Focus on daily habit development
In the process of organizing and implementing the kindergarten one-day activities, teachers pay special attention to the cultivation and guidance of children's good sitting posture, writing posture, reading habits, article arrangement, rules and task awareness.
Writing posture: The teacher carefully corrects the child's writing posture one by one.
Self-care ability: use of daily students and daily activities for labor and self-service education.
Rule awareness: In the early stage of the promotion, teachers guide young children to negotiate and formulate class rules, adopt specific and intuitive methods to let children understand the rules, actively abide by the rules in one-day activities, and gradually cultivate children's awareness of rules.
Task awareness: Encourage young children to characterize their own planned tasks, cultivate children's awareness of completing tasks on time with the help of play activities, and stimulate their sense of responsibility and achievement in completing tasks.
Co-breeding and supporting growth
Image
The early childhood connection is an important turning point in the growth process of children, and it is the wish of each of our teachers and parents to smoothly transition to primary school. How to make children adapt to primary school life happily? What do parents need to prepare? Teachers at all levels of kindergarten use the form of video home visits to combine the focus of different age groups in terms of articulation to communicate with parents in a targeted manner. Kindergarten teachers demonstrate the correct writing posture online and guide parents to pay attention to the children's daily writing habits.
Kindergarten articulation is a gradual process, which requires kindergartens, schools and families to work together to reach a consensus on educational concepts, form a synergy in educational behavior, and jointly implement a good early childhood bridging education for young children and promote the harmonious, healthy and sustainable development of young children.