大班幼儿眼中的“小学”——基于儿童视角的幼小衔接

“Elementary School”in the Eyes of Preschoolers:A Study on Preschool-Elementary Transition from a Child’s Perspective

大班幼儿是幼小衔接的主体,了解他们的认知和需求是做好幼小衔接工作的前提。以42名大班幼儿(在教师的带领下参观过小学)的绘画作品“我心目中的小学”为载体,并逐一访谈,运用NVivo12软件对其绘画作品和访谈资料进行编码分析。结果显示,幼儿眼中的“小学”主要涉及入学准备、校园环境、人际交往、学习与生活5个方面。大班幼儿对“小学”有独特的认知:期待与担忧并存的心理认知、渴望奔跑与跳跃的身体认知、建立良好人际关系的社会认知、期盼与困惑共存的学习认知、自理与独立的生活认知。在幼小衔接过程中,教师和家长要立足儿童视角,增进幼儿心身适应能力;建立平等关系,提高幼儿社会适应能力;关注学习品质,增强幼儿学习适应能力;强化自我管理意识,提升幼儿生活适应能力。

Preschoolers in their final year are the main focus of the transition from preschool to primary school,and understanding their cognition and needs is a prerequisite for a successful transition.This study utilizes the drawings of 42 preschoolers(who have visited an elementary school under teacher guidance)as a medium,accompanied by individual interviews.NVivo12 software is employed for coding and analysis of both the drawings and interview data.The results reveal that,in the eyes of preschoolers,“elementary school”is primarily associated with five aspects:school readiness,campus environment,interpersonal interactions,learning,and daily life.Preschoolers exhibit unique perceptions of“elementary school,”including psychological awareness marked by a blend of anticipation and apprehension,physical awareness characterized by a desire for running and jumping,social awareness focused on establishing positive relationships,learning awareness encompassing anticipation and confusion,and daily life awareness emphasizing self-care and independence.In the preschool-elementary transition process,teachers and parents are advised to adopt a child-centric approach to enhance children’s mental and physical adaptability.This involves establishing equal relationships,fostering social adaptability,prioritizing learning quality to boost academic adaptability,and reinforcing self-management awareness for improved daily life adaptability.