Research On The Present Situation Of The Transition Between Kindergarten And First-grade School In Hebei Province

The research of transition from early childhood settings to formal schooling has raised the attention of the domestic and foreign researchers on account of its profound influence on children's development.The mind development of the children in the kindergarten and primary school are in two different psychological stages.And there are obvious differences between the two kinds of children education.Therefore,it is very important for children's growth and psychological development if children can successfully complete the transition from kindergarten to primary school.Professor Haq believes that children who transiting from early childhood settings to formal schooling are facing six psychological faults: the fault of the relationship between the young and his teachers,the fault of learning styles,the fault of behavior specification,the fault of the social structure,the fault of the desired level,the fault of learning environment.Therefore,the education of this stage has an important role in helping children to across these psychological faults safely and successfully.The study of this field is divided into two main research directions: the first research orientation is focus on the environment development of children education,such as the establish of educational institutions,curriculum,teachers training,family education.The second pay attention to the children's psychological development.However,the existing research lacks the effective construction of the appropriate criteria for the adaptation of the freshmen adaptation to formal schooling.This criteria is the key factor to affect the quality of the research.In this study,an questionnaire was conducted to evaluate the children's psychological and behavioral patterns.And the questionnaire was constructed with high reliability and validity.At the same time,to providing a reference for teachers to adjust their educational and teaching this research analyzed the differences between the teaching behaviors of kindergarten teacher and the primary school teachers' expectations to the behaviors of preschool children in Hebei Province.The main conclusions of this study are as follows:1.The primary school teachers' expectation to the first grade students is theacademic adaptation,the expectation of the lowest level is independence,and the thinking style and behavior habits is between the above two.2.The education behaviors of the kindergarten teachers also attaches great importance to the training of primary school children adapt to the conventional of thinking style and behavior habits,pay attention to the cultivation of independent of children in kindergarten.But the behavior performance of the freshman in primary school is very poor.There are some differences between the psychological and behavioral quality of kindergarten teachers and the primary school teachers' expectation to the quality of children behaviors.At the content of education,the kindergarten teachers should further strengthen the education content of the moral character and behavior habits,learning habits.3.The male teachers are significantly higher than the female teachers in terms of the students' thinking style and behavior adaptation,academic adaptation,while the expectation of the female primary school teachers is higher than that of male teachers in independence.4.The rural primary school teachers' expectation on children's psychological behavior is significantly higher than that of urban and rural areas.The teaching behavior of rural kindergarten teachers attach more importance to the education of young convergence than the urban teachers and the teachers living in the combination field of urban and rural kindergarten.5.The teachers' teaching behavior with college degree pay attention to higher level of' psychological expectations of the students behavior to adapting to the highest level of education than the teachers with high academic performance.6.Expectation levels of the primary school teachers with more than 15 years teaching career were higher than that of low seniority teachers in the three factors.Expectation levels of the primary school teachers with 7-10 years teaching career is the lowest in the three factors.This phenomenon is the same to the teachers in the kindergarten.7.The public kindergarten teachers make more concerned about young children's convergence education than the teachers in private kindergarten.8.The teaching level of the kindergarten teachers with 10-15 years career and with 1-3 years career is higher than others.And the teaching level of the kindergarten teachers with 7-10 years career is the lowest.9.The arrangement of teachers in kindergarten,and in primary school is on the circulation system,but the primary schools also pay attention to primary school teaching experience.10.The communication link is the weak link that the kindergarten and primary school for the transition education from early childhood settings to formal schooling.The lack of such communication conducted a direct result that there is a fault between the kindergarten education and the primary school education.11 The majority communication between primary,school kindergarten and the parents is the parent/teacher meetings with the theme of adapting to the highest level of education.But only about 1/3 of the schools continue to arrange the work of young convergence communication.Based on the above findings,this study proposes some improvement in Hebei Province kindergarten education:(1)to strengthen the cooperation and communication between family and kindergarten to promoting the parents role of education;(2)to strengthen the interaction between kindergarten and primary school,promote the fit level between the kindergarten educations and primary school education;(3)to promoting the management level of kindergarten and primary school to increase the effect of education;(4)to update the teaching mode of the kindergarten teachers and primary school teachers to promote the development of children's adaptation behavior.