The connection of preschool education should be based on the idea of lifelong education, and the stage of preschool education is the basic stage of lifelong education. Here I bring you a summary of young convergence experience for reference only!

As a kindergarten teacher, 1 naturally understands the importance of young convergence. The connection between young and old refers to the educational process of smooth transition from kindergarten to primary school, and it is also an important turning point in children's development. The change of children's learning environment and the aggravation of learning tasks make children uncomfortable when they first enter primary school. Teachers and parents should pay attention. Primary school teachers should psychologically let children accept you, feel the care and love of teachers, and let children adapt to this learning environment as soon as possible. Parents should also be psychologically prepared and cooperate with teachers to make all preparations for their children's smooth transition to primary school. For example, communicate with children more, let them know more about primary school life, remind them to tidy up their schoolbags and stationery, and help them develop good study habits. When children make mistakes, don't be angry, don't be impatient, be educated and be patient, but remember not to replace everything. Some teachers will ask parents to sign their children's exercise books, so that parents can supervise and understand their children's learning. I think parents should be clear about their responsibilities to their children before signing. Let the children know that they are responsible for the right or wrong homework, and parents are only responsible for signing the teacher's request. If parents are responsible for the right and wrong, they will inevitably have a dependence on their children. Therefore, it is necessary to train children to be responsible for their own affairs from an early age, not to rely on others, and to enhance their sense of responsibility and independence. Once this habit is formed, parents will be relaxed a hundred times. Of course, parents should pay attention to the quality of their children's homework when signing. If you often make mistakes, remind your child not to be careless, or find out the reasons with your child to improve your academic performance. At the same time, while paying attention to children's learning, we should also pay attention to the cultivation of children's ability, interest in learning, independent living ability, interpersonal skills and frustration tolerance. We can't just pay attention to children's physical health and ignore their mental health. Ability is not innate, but gradually formed in the process of adapting to the environment. Early childhood should be a critical period for children's ability development and cultivation, so teachers and parents should pay special attention to it and do well.

Experience summary of children's connection 2 1. Education and teaching with class characteristics have been carried out;

1, this semester, our class combined with the age characteristics of the big class, focusing on the preparation for "young convergence". In the process of implementing the plan, according to the actual development level of children in the class, education and teaching activities will be infiltrated into children's daily life, various disciplines, activities and family education purposefully and planned. After a year of hard work, every child has been improved to varying degrees on the basis of the original.

2. In the preparatory work of "connecting children", we focused on cultivating children's awareness of rules, tasks, self-service ability and cooperation ability. After a year's hard work, we believe that most children in the class can complete the tasks assigned by the teacher more seriously, play games with their peers in a more flexible way with the cooperation of their peers, and discuss ways to solve problems with their peers when encountering difficulties, so that the children in the class can socialize.

3. In daily teaching, we continue to carry out "theme activities" under the guidance of kindergarten-based courses. This semester, we have two themes: "The Secret of Spring" and "I'm going to school". Teachers combine children's existing experience and interests to design activities, which embodies the principle of children as the main body, do a good job in collecting children's evidence, show children's activities in time, help parents understand the progress of theme activities, and fully reflect the continuation and deepening of theme activities.

4. The layout of the class environment is closely coordinated with the theme, giving full play to the artistic expertise of the children in the class. Every time we decorate the environment, we invite the children to discuss and finish each other, which fully embodies the collective wisdom of the children in the class in the environmental layout of Secret of Spring and We're Going to Primary School.

This semester, the children in the class participated in the establishment of the class planting natural corner. We planted many plants in the plantation according to the theme, and the children learned to observe and record, so as to understand the growth habits and processes of plants.

6. At the beginning of the semester, we proposed to apply "fast reading" to teaching. After a semester of hard work, we found that children's reading ability has been greatly improved.

7. Organizing children to actively participate in various large-scale activities organized by the garden this semester has won unanimous praise from parents, garden leaders and colleagues.

Two, the introduction of parents to participate in class management mechanism, to encourage parents to truly become the masters of education:

This semester, we take parents to participate in class management, give full play to the role of parents in our work, and let parents know the situation of class education and children in the park in time. The specific method is as follows:

1. Encourage parents to work together to write "Young Connection", and let parents know the progress of young connection and the development level of children in time through weekly "parent-child homework".

2. Parents can actively participate in each theme activity and actively provide various valuable materials for the development of the theme through various channels. With the participation of parents, our educational activities this semester have truly achieved "family education".

3. Do a good job in interviews, face-to-face interviews and telephone interviews with children, communicate with parents in time, report the situation of children in the park to parents, understand the situation of children at home, and strive to achieve the consistency of education.

4. Encourage parents to actively participate in various activities in the park. Parents can actively participate, and a bridge of equality, trust and friendship has been built between parents and teachers.

Three, medical care as far as possible to achieve parental satisfaction:

1, this semester we strictly follow the requirements of the garden to do a good job in class health care, so that children can live in a clean and comfortable environment.

2. Do a good job in nursing sick children and resolutely put an end to the epidemic of infectious diseases. There are no infectious diseases in the class this semester, and the attendance rate of children in the class has been very high.

3. Nurses and class teachers should cultivate children's awareness of self-protection together, so as to avoid children's safety accidents.

4. The nursing teacher * * * and the class teacher work together to cultivate children's good living habits and hygiene habits, focusing on guiding several children who are picky eaters and have a bad appetite to change their bad eating habits. This semester, the height and weight of our children have increased rapidly.

Fourth, the class members cooperate tacitly, and their self-growth is beginning to show signs.

This semester, the head teacher followed the principle of "everything is for the class" and "class interests are above everything else" in his work, and held a class meeting in time for the problems in class work. Teachers often communicate, learn from each other, reflect in time and adjust at any time.

In a word, we will work harder in the coming year, learn from the advanced classes, and strive to make our work by going up one flight of stairs.

Kindergarten is an era full of happiness in life, and it is also the starting point for children to move towards knowledge and civilization. The happiness in kindergarten is infinite and unforgettable. With the end of four years of kindergarten life, children will step into a more independent and complicated life world-primary school. Now we summarize our work with the young title as follows:

First, cultivate more independent self-care ability.

First, it is very important to cultivate a good sense of time. Pupils are at their own disposal during recess and after school, and they need to take care of themselves in life, which requires them to have a strong ability to live independently. Therefore, in large classes and large classes, special attention should be paid to cultivating children's concept of time and enhancing their sense of independence. Although children's self-care ability has been greatly improved after more than three years of collective life, there are still problems such as delay and untidiness. Therefore, we always remind our children to enter the park on time, not to be late and absent for no reason, to use the break time of 10 minutes to relieve themselves, to finish lunch quickly, not to affect the arranged activities, and to demand themselves with the requirements of primary school students. Especially for children who are usually procrastinating and informal, they are required to do things quickly and well. Secondly, let children learn to imitate the self-help work of primary school students. In the activity of "approaching primary school", children gradually learned to carry schoolbags, roll pencils, tidy schoolbags, and manage their own clothes and stationery. We check regularly every week and persevere, so that children can develop good habits.

Second, cultivate good study habits and improve learning ability.

There is a big gap between children's learning interests and abilities. Some children have quick thinking, quick reaction and strong interest in learning, but some children are not interested in learning more and don't like thinking. In order to make every child enter primary school with confidence, we should focus on those children with weak ability. First of all, let children accept and imitate in the most natural way by listening to stories, children's songs and ancient poems. In teaching, teachers should pay attention to the refinement of language, remind children to listen to the questions clearly and answer them according to the questions. Help children who are introverted and not good at expressing organize their language, so that they can eliminate their nervousness and gradually speak, speak and speak boldly. When doing exercises, you should listen to the teacher before writing, gradually reduce the number of repeated readings, and help children develop the habit of listening attentively. At the same time, increase children's reading opportunities, provide books in the book corner, and encourage children to express boldly. Have a "story meeting" at noon. After listening to the story, let the children retell the story and encourage them to share the stories they heard at home. For those children with strong ability, we should pay attention to cultivating their independent thinking ability, set more doubts and difficulties in activities, encourage children to think boldly and cultivate divergent thinking. In the face of the "small question mark" in the class, it is more effective to sell them and let them think for themselves when answering their questions than to satisfy the curiosity of adults. In a semester's activities, teachers should always focus on "listening", "reading", "thinking" and "expressing well" to cultivate children's good study habits and teach them learning methods.

Third, reserve the necessary knowledge and experience.

From kindergarten to primary school, formal schoolwork has replaced games as the main way of children's activities. Mathematics and Chinese will be the main subjects for children to study. Therefore, it is necessary to know Chinese characters before entering school. Therefore, we can arrange a lively and interesting literacy teaching once a week, so that children can learn Chinese characters in groups with interesting stories and nursery rhymes. In daily life, help children gradually accumulate commonly used Chinese characters, such as using the appraisal column, let children distribute textbooks and let children know the names of their peers. Another example is to use the activity area to let children know the title words; Use the morning and noon time to guide children to write their own names and a small number of Chinese characters they have learned. This learning method not only makes Chinese characters a burden for children, but also stimulates children's interest in learning Chinese characters, which is well connected with the first grade Chinese in primary school.

Elementary school mathematics starts with the simplest counting and operation. Many compositions and addition and subtraction operations within 10 learned in kindergartens still need to be learned in primary schools. Nowadays, primary school mathematics teaching attaches great importance to cultivating children's thinking ability and problem-solving ability from multiple angles. Therefore, the requirements of computing teaching should be carefully positioned at the beginning of school. For example, "slightly improve on the basis of kindergarten mathematics, pay attention to cultivating children's logical thinking ability, face primary schools, and highlight cohesion." Arrange the contents of calculation teaching systematically and add some corresponding contents. According to children's age characteristics, we can abstract mathematical operations with intuitive graphic operations, and pay attention to let children apply simple operations and sorting in games and life. At noon, let the children practice oral narration of application problems. In order to better connect with primary school mathematics, you can also choose some extra-curricular supplementary exercises, such as "Pre-school Preparation 100 Question" and homework list, so that parents can guide them to complete according to their children's actual situation, improve their children's computing ability in many ways, and take care of individual differences.

Fourth, enhance children's sense of task and responsibility.

Children's participation in activities is often based on interest. After entering primary school, it is sometimes difficult to arouse children's enthusiasm only from interest. Therefore, it is very necessary to start with cultivating children's sense of responsibility, so that children's sense of responsibility for tasks becomes the driving force of activities. To this end, we have strengthened the application scope of students on duty, so that every child has something to do within a week. In the column of students on duty, not only the task is clearly explained, but also the child's task completion is always known. We also try to train some children with strong organizational skills to be team leaders and inspectors. Near the end of the term, in order to stimulate children's self-motivation, choose a child who has made the greatest progress as a small monitor every day, and tell them that a good boy in primary school can be a class cadre to stimulate children's sense of honor. Through this series of activities, children's sense of responsibility has been significantly enhanced, and the task has changed from teacher's reminder to mutual reminder or conscious completion.

In addition, after entering the large and small classes, we often arrange some tasks for our children to go home to finish. I gradually changed the form of writing notices before, let the children be little messengers, and convey the preparations and tasks before class to parents after returning home. This not only strengthens children's sense of task, but also trains children's ability to accurately tell others' intentions, so that children can clearly convey school information to their parents after entering primary school and complete the tasks assigned by school teachers.

I attended the seminar on "Youth Cohesion" held in Yinzhou District. During the seminar, teachers from different kindergartens and primary schools showed us teaching activities in five fields. Our teachers choose the fields they want to listen to, and then hold seminars in various fields. At the seminar, our kindergarten teachers raised their own doubts about the cohesion of children, and the primary school teachers also talked about what aspects of abilities they hope kindergarten teachers can cultivate children in the cohesion of children. Connecting children is the key for children to enter primary school from kindergarten life. Through today's discussion, I understand that we should focus on cultivating children from the following aspects, so that children can better adapt to primary school life.

First, cultivate children's awareness of rules and form good life and study habits.

Through daily life activities, cultivate children to understand the rules of each activity, help children master the ability to implement rules, encourage children to find rules in activities, and destroy books without rules. )

Second, cultivate children's sense of responsibility.

Let children know the meaning of tasks, realize the trust of adults, assign tasks to you, cultivate children's awareness of accepting tasks, and help children learn and master the ability to complete tasks in practice.

Third, cultivate independence and self-care ability.

After entering primary school, many things are beyond the control of parents, and they must independently complete the tasks assigned by teachers, such as study and labor. Give children the opportunity to exercise and let them do what their parents can do independently. For example, let them fold their own clothes, eat and dress themselves, help their parents organize their daily necessities, organize teaching AIDS and learning tools, and organize their schoolbags.

Fourth, cultivate children's ability to communicate with others boldly.

When children enter a new big family after entering school, they need to re-establish new interpersonal relationships, accept new teachers and make new friends. Whether you can quickly integrate into the new group and live in harmony with teachers and classmates depends on a certain ability to communicate with others. Therefore, we pay special attention to cultivating children's communicative competence. For example, tell children to be modest and polite, not to grab toys with children, not to make noise, not to grab toys with friends and so on. These things seem trivial, but they are conducive to creating an atmosphere of friendly cooperation and making children a good communicator.

Five, safety awareness education, enhance self-protection ability.

After leaving kindergarten and entering primary school, children face more complicated social environment and encounter many unsafe factors. We teach children how to protect themselves, such as telling them not to talk to strangers casually, how to ask for help when encountering difficulties, and so on. In addition, they are also educated to understand and abide by traffic rules and pay attention to their own safety.

Sixth, enhance children's adaptability to the environment.

In order to eliminate children's strangeness to the environment after entering school, we should lead children to visit primary schools, and guide and stimulate children's yearning and interest in school life. Make corresponding adjustments to teaching, appropriately reduce children's time for activities and games, let children communicate with primary school students and observe their homework, thus stimulating children's strong desire to fall in love with primary school. In this way, children will gradually transition from thinking, habits and cognitive ability, and it is easier for them to adapt to the school environment after entering school.

This activity set up a dialogue platform between kindergarten teachers and primary school teachers, which made us understand the differences between kindergarten and primary school teaching methods, and also realized what preparations children should make before entering primary school, which really benefited a lot.

Summary of Young Cohesion Experience 5 Time flies, time flies. The children are about to end their three-year kindergarten life, enter primary schools and become primary school students. In the critical period of infant convergence, as parents, we are honored to attend the infant convergence parent-teacher conference jointly organized by No.15 Kindergarten and Cai Bo Lily Primary School. This parent-teacher conference is like a timely rain, which has answered countless puzzles in our hearts and made me understand how we, as parents, should spend the critical stage of young convergence smoothly with our children.

The theme of this parent-teacher conference is mainly divided into two parts. The first part comes from director Bu Yuan's sharing: What preparations have kindergartens made in the connection between young and old? The second part is mainly about the sharing of principal Xie of Lily Primary School: parents and children need to be prepared for the connection between old and young.

In short, in order to let children successfully pass the critical stage of young convergence and quickly adapt to primary school life. I think we should mainly prepare in advance from the following aspects:

First, the kindergarten:

(1) Gradually cultivate children's sense of task. Since entering the large and small classes, kindergarten teachers will assign some homework. In this way, children will not feel heavy learning burden after entering primary school, and they will be ideologically prepared for homework in advance;

(2) In order to make children better adapt to the learning environment of primary schools. The time of group activities in kindergarten classes is slightly extended, which guides children to gradually maintain the stability and persistence of attention in group activities and makes children psychologically prepared for the concept of time.

Second, parents:

(1) Parents must realize that it is natural for their children to start school, and there is no need to be overly nervous. As parents, it is necessary to help children adjust their schedules, study and live habits, and create an environment for children to realize that going to school is a relaxed and happy thing;

(2) Set an example, the French writer Rousseau said: "Example! For example! Without an example, you can never successfully teach others anything "; In other words, the power of example is infinite. As parents, we must set an example by cultivating their good study and living habits.

Third, children:

(1) knowledge preparation, before entering the primary school stage, children must master the correct pen holding posture and write their own names; Develop language potential; Have preliminary mathematical logic ability. President Xie particularly emphasized that parents don't have to let their children learn a lot of knowledge before entering school, but it is important to cultivate their children's learning interests and habits. For example, you can lose no time to instill in your children all kinds of things in school in an informal way, such as "there are many children in school" and "there are many teachers and books in school, and they will teach you a lot of useful things"

(2) form habits and cultivate good self-care ability. The environment of primary schools and kindergartens is somewhat different. In kindergarten, teachers will always pay attention to all aspects of babies' life, such as diet and sleep. On the contrary, in primary school, they rely more on their children's self-care ability. Therefore, in order to let children gradually adapt to study life, we should cultivate the self-service ability of prospective primary school students in advance, such as managing their school supplies, sorting out their schoolbags, and arranging their break time (drinking water, going to the toilet, playing games, etc. When cultivating this self-management ability, parents should pay attention to cooperate with kindergartens to cultivate and strengthen them at home in time.

In short, children entering primary school from kindergarten is a major event in their growth process and a major turning point in their lives. So how to make children enter primary school happily, face primary school life confidently and independently, and adapt to the study of senior one as soon as possible after entering primary school requires the joint efforts of parents, kindergartens and primary schools. Through today's young convergence meeting, I believe we will have a new understanding, so that confused parents can find a clearer direction and accompany their children to successfully spend this special period of young convergence.

I am a kindergarten teacher and the mother of a first-grade primary school student. Looking back on my daughter's experience from kindergarten to primary school, I feel a lot about her various performances in the process of "juvenile convergence" and her personal experience during that time.

1. Paying attention to study habits is far more important than paying attention to knowledge acquisition.

My daughter has better physical, psychological and social adaptability since she went to primary school, and is more suitable for primary school life. She's not upset. Every day when she comes back, she will tell me about her study and life at school. She is fortunate to be a primary school student. The reason why she can adapt to the life of primary school so quickly is because of a series of "I want to go to primary school" activities she carried out in kindergarten during the big class. At that time, the kindergarten organized many times to experience life in the surrounding primary school campuses, to see the primary school campuses and classrooms, to sit in the primary school classrooms and feel the learning atmosphere with the primary school students, and to carry out "ten minutes between classes" game activities with the primary school students, which greatly inspired the daughters and friends to enter the primary school life. In addition, I will actively guide her in my daily life. Once, she said to me, "Mom, today Niu Niu said that the primary school teacher is very fierce and will punish you for making mistakes." Seeing her worried, I answered her seriously: "No, look at Aunt Xiaofeng, she is a primary school teacher. She is not fierce at all. She also knows a lot of knowledge. You can find many answers to questions you don't understand from her. " Hearing this, she smiled comfortably: "OK, I will tell Niu Niu tomorrow that the primary school teacher is not fierce!" " "So, after entering primary school, my daughter has always maintained a good mood and worshipped her teacher very much. Her ideal is to be a teacher, sometimes a Chinese teacher, sometimes a dance teacher and sometimes a math teacher. ...

However, her daughter's primary school life is not smooth sailing. I remember when I first entered the big class, I had the same panic as other parents that I couldn't lose at the starting line. At the same time, based on the communication with some parents who have already gone to primary school, I got the message: "My children can't keep up with pinyin, can't write well and can't add correctly after going to primary school. It's all my fault that I didn't let my children go to the young bridging class "and" hanyu pinyin in primary school will pass quickly, otherwise I can't keep up. " I asked around where the young connecting institutions are better, and I was anxious to prepare my daughter for recognizing pinyin, practicing calligraphy and learning arithmetic. So during the whole big class, my daughter and I were on our way to preschool on weekends, and after we got home, we had to consolidate and strengthen what she didn't master well. With the efforts of my daughter and I, she has basically mastered the identification and writing of pinyin, addition and subtraction within 20 minutes and the writing of some Chinese characters. We have gained more by sacrificing the happy time when children can run freely in nature, so I seem to be less worried and more confident about whether she can adapt to learning faster after entering primary school.

Soon, my daughter went to the first grade of primary school. In the first few weeks, my daughter was full of confidence. After coming back, she is very good at the homework assigned by the teacher and the feedback in the class. Every time I see parents in the class, they are anxious because they don't give their children a young bridging class. Children are slow to master and need to practice for a long time. I am always complacent about their initial decision. But after two weeks, I gradually found that her homework accuracy began to decline, full of mistakes. So I quickly communicated with my teacher to find out about her study at school and wanted to know the problems behind this situation. I got unexpected news from my teacher: at the beginning, she quickly grasped what she had learned in each class, perhaps she had learned it before, and raised her hand more often. I am very happy to be praised by the teacher, and my learning motivation is still quite sufficient. Recently, I found that just because she had studied before, she thought she could do it. The teacher's sense of success in praise is not so strong, but she thinks she has learned, and her attention in class is not concentrated enough, and the classroom efficiency is not high. At this moment, I suddenly felt that my initial decision was not wise. I once reminded parents in my class that it is more important to pay attention to study habits than to acquire knowledge. In fact, there is no end to knowledge. Only with good study habits can we continuously acquire it in the future.

Second, parents should establish a correct understanding of the connection between young and young.

After I understood what happened, I realized that the necessary measure at present was to help her adjust herself as soon as possible, so I communicated with my daughter. In view of her recent study problems, I discussed the disadvantages and advantages of inattention in class. My daughter gradually learned the importance of paying attention in class. At the same time, we also keep close contact with teachers, and through the guidance of family and school, we can correct the problems in our daughter in time.

Therefore, as a parent, I think we should have a correct understanding of the "young convergence" education. It is necessary to realize that "young convergence" does not completely mean learning pinyin, literacy and numeracy. More importantly, in the "young convergence" stage, we should not only give children correct guidance emotionally, habitually and ideologically, but also establish a correct understanding of young convergence for parents themselves:

1. Parents should realize that "connecting children with children" is a necessary auxiliary education to realize the smooth transition from kindergarten to primary school. Kindergarten education focuses on games and ability training, mostly in the form of activities and games, while primary education focuses on formal schoolwork and static knowledge learning. The two educational methods are completely different. If the connection between young and old is done well, children will quickly adapt to primary school life, which will be of great help to children's physiology, psychology and self-care, and children will be more likely to cultivate self-confidence and enjoy primary school life.

2. Parents should realize that "young convergence" is more important to cultivate comprehensive adaptability. In kindergarten, children live a collective life of being taken care of. Eating, taking a nap and playing games all need the teacher's care. However, after entering primary school, children need to have stronger self-care ability in both study and life. In the connection between the old and the young, we should pay attention to cultivating children's self-care ability and tell them that they need this ability after primary school. For example, some parents signed up for a young bridging class before their children went to primary school, although the teacher suggested that parents don't need to send their children to the classroom, just wait downstairs. But some parents are very worried and stubbornly want to send them to the classroom. In fact, this has played a negative role in children's early education.

Parents should realize that "young connection" can't rely solely on professional training institutions. The content of adolescent convergence is various, and the education of adolescent convergence also comes from many aspects. Because of the parents' misunderstanding of young convergence, they are often keen to find some famous educational institutions for young convergence, while ignoring the key role that they and their families should play in young convergence.

In this way, a strange phenomenon appeared. Every weekend, parents are willing to send their children to education and training institutions, and some even have to participate in several young connections. When children come home, they are not allowed to do it, and they are not allowed to do it. They were spoiled all day, fed, slept until noon, and tracked all the way to the toilet, completely forgetting the young connection, because in the eyes of their parents, the young connection means learning pinyin, writing, adding, subtracting, multiplying and dividing, and being superior after school. But we should not ignore that even children who don't learn these things before primary school will return to the same starting line after a period of primary school study, and the comprehensive adaptability that children need is always left behind by others.

Therefore, the connection between the young and the young is not completed independently by any training institution or any kindergarten. Really effective youth gathering requires the concerted efforts of all parties. Youth cohesion is not only a kind of literacy cohesion, but also an adaptability cohesion from one living environment to another.

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