1, unbalanced educational resources:
Due to regional differences, urban-rural differences and differences between public and private education, there is an unbalanced distribution of educational resources between kindergartens and primary schools in China. In some remote areas or poverty-stricken areas, kindergarten conditions are poor and children's educational resources are limited, which leads to the lack of coherence between the old and the young.
2. Inconsistent educational goals:
There are differences in educational goals between kindergartens and primary schools. Kindergarten pays attention to children's emotional development and comprehensive ability training, while primary school pays more attention to the cultivation of subject knowledge and learning skills. The goals of these two stages are not connected enough, which leads to the need for children to adapt to new learning methods and requirements after entering primary school.
3. Lack of teacher training and quality;
Children's convergence requires teachers to have professional knowledge of early childhood education and primary education, and have the ability and experience of convergence guidance. However, at present, the training and quality of kindergarten teachers and primary school teachers in some areas are insufficient, and there is a lack of training and guidance specifically for young children, which affects the quality of the convergence work.
4. The connection mechanism is not perfect:
In the connection between childhood and childhood, the communication between school and family is not smooth and close enough, and parents do not know enough about the goals and requirements of primary education. At the same time, it is difficult to evaluate children's learning ability, adaptability and development scientifically and effectively because of the lack of unified convergence evaluation standards and mechanisms.
5, preschool education and primary education out of touch:
Preschool education and primary education are often separated and out of touch, lacking effective linking mechanisms and activities. This leads to the need for children to re-adapt to the learning environment and learning style after entering primary school, resulting in learning pressure and adaptation difficulties.
In view of the above problems, it is necessary to strengthen the balanced development of educational resources, optimize the connection between educational objectives and teaching contents, strengthen teacher training and professional development, improve the connection mechanism and evaluation system, promote the organic connection between preschool education and primary education, and ensure the smooth connection between children.