The connection between young and old is a long-term concern of educators and parents, which directly affects children's adaptation after school and their healthy growth in the future. With the reform of basic education curriculum and the implementation and deepening of the new "Outline of Early Childhood Education", the gap in early childhood education is narrowing day by day. However, many researchers believe that there are still many problems such as one-way connection, one-sided connection, surprise connection and formal connection. I think we should understand these problems dialectically, straighten out their advantages and disadvantages, and provide scientific and reasonable theoretical basis for practical education. There are dual indicators of two-way and the same direction. First, kindergartens regard the connection between young children as an important task, and actively make preparations for children before entering school, while primary schools passively wait for kindergartens to come up, forming a "one-sided" connection. Phenomenon 2: Kindergartens and primary schools actively carry out convergence work and carry out colorful convergence activities. However, in the actual discussion process, due to differences in ideas, the two sides are deadlocked. The phenomenon 1 obviously violates the objective law of children's physical and mental development. The development of children is continuous, which determines that the characteristics of the two stages coexist and cross each other in the convergence period. In order to adapt to the characteristics and laws of children's physical and mental development, kindergartens and primary schools should create education suitable for children's development, and actively move closer to each other, communicate with each other and connect with each other. Both sides should maintain their independence and particularity, but also maintain continuity, and jointly create the greatest possibility for children's lifelong development. This is the two-way principle of youth cohesion, and it is also the basic guarantee for the smooth development of youth cohesion. However, because young people and young people are at different stages of education, some conceptual gaps are inevitable. Even if the two sides actively cooperate, there are still many differences. After participating in the provincial-level project "Research on the Linkage Action of Primary and Secondary Education under the New Situation", our park has carried out a variety of docking activities between children and primary schools: through changing roles (primary school teachers go to kindergarten, kindergarten teachers go to primary school), interactive evaluation of classes (primary school teachers evaluate kindergarten teachers' classes, kindergarten teachers evaluate primary school teachers' classes), special lectures for primary school teachers, student case transfer and other ways, so that children can get in close contact and interact with each other. However, in practice, we find that due to the differences in ideas between the two sides, arguments often form in discussions and the two sides are deadlocked. The debate gradually turned to which education method is more suitable for children's lifelong development. From the perspective of lifelong education, school education at any level can no longer guarantee the all-round development of human life. Life-long education has become the demand of social and human development, and the times require us to examine the significance and relationship of education at all stages from this new perspective. In this sense, both kindergarten education and primary education are laying the foundation for children's lifelong education. Therefore, primary education and kindergarten education have the same characteristics. When there are contradictions and differences between kindergarten education and primary education, we can solve the problem from this basic point. Infiltration education and assault education are connected simultaneously. Phenomenon 3: Many kindergartens carry out special connection work one or two months before their children graduate, and implement primary school life and learning management. In this regard, some experts criticized it as "sudden convergence" and thought it was not desirable. Many people think that kindergartens make up primary school life one or two months before their children graduate, which leads to serious primary school life at the end of kindergarten and is suspected of sudden convergence. They believe that children's abilities should be cultivated at the beginning of entering the park and the connection work should be done well. Kindergartens should make the most basic and comprehensive quality preparation for children to enter primary school and grow up in the future. Establish hierarchical goals at each age of children's growth, and gradually complete them throughout the early childhood education period. For example, when children first enter the park, they should cultivate their self-care ability, communication ability, awareness of rules and ability to complete simple tasks. Although such progressive bridging education can achieve a subtle educational effect, it also has some problems such as unclear purpose and weak pertinence, which makes it difficult to achieve an enhanced bridging education effect. Therefore, the sudden contact in the later stage of kindergarten life is also indispensable. The two are not contradictory, but complementary.