A Study Of Teacher Guidance In Kindergarten Transition

The transition link of kindergarten provides an open and natural environment.Children can achieve all-round physical and mental development through spontaneous exploration.Timely and appropriate guidance from teachers will help to improve the quality of kindergarten education and help children gain more experience in the transition link.This study mainly adopts the methods of observation,case analysis and interview.Taking two public parks in Guangzhou as examples,this study observes and records the teacher guidance in the transition links of all ages.A total of 198 transition links are collected,70 transition link teacher guidance events are extracted,and 12 front-line teachers are deeply interviewed,Based on the original data,the author analyzes the current situation,existing problems and influencing factors of teacher guidance in the transition link of kindergartens,and puts forward corresponding suggestions for teachers and kindergartens.Through the analysis of the current situation of teacher guidance in the transition link,this study concludes that the positive manifestations of teacher guidance in the transition link are:(1)the roles of teacher guidance in the transition link are mostly observers,guides,participants and supporters;(2)The teacher guidance method in the transition link is flexible.At the same time,the study also found that there are some deficiencies in teacher guidance:(1)the nurse teacher is missing as the guiding subject in the transition link;(2)The type of transition activities is single and repetitive;(3)In the transitional process,teachers' guiding attitude is negligent and negative.The factors affecting teachers' guidance behavior in the transition link of kindergarten are:(1)teachers' factors: mainly including the insufficient quality of nursery teachers,the unclear division of labor among teachers,the lack of clear plan for the transition link,and the single type of teachers' guidance activities;(2)Kindergarten factors: mainly including the too detailed one-day activity arrangement system of the kindergarten,the lack of material resources of the kindergarten,and the inadequate teaching and research training of the kindergarten.(3)Infant factors: individual differences of children of different ages and individual differences of children of the same age.In view of the above problems,corresponding suggestions are put forward from teachers and kindergartens.Firstly,at the teacher level,nursery teachers should first establish the concept of lifelong learning,secondly,teachers should have a clear division of labor,and thirdly,teachers should organize rich transition activities;Then there is flexible planning and flexible transition time;Finally,build a prepared transition environment.At the kindergarten level: the kindergarten should first create a good environment,then carry out teacher teaching and research training,and finally adjust the one-day activity system of the kindergarten in combination with the characteristics of the kindergarten.