• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• Korean Journal of Child Studies
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• v.15 no.1
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• pp.159-172
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• 1994

The purposes of this study were (1) to explore the stability of social acceptance when childen transferred from kindergarten to elementary school, and (2) to identify factors that predict children's social acceptance in new school environments. Twenty two children of 'J' kindergarten who were transfering to 'S' elementary school were sampled at the end of their kindergarten year. They were administered social acceptance tests, a school readiness test, and the simplified version of the Preschool Behavior Questionnaire. A sample of 135 children including the 22 children of 'J' kindergarten were administered social acceptance tests in the middle of the first grade of elementary school and questionnaires on their children's social experiences were completed by their parents. Social acceptance scores were found to be stable from kindergarten to elementary school. School readiness test scores and distractibility ratings by preschool teachers were moderately correlated with post-transition social acceptance. Among the social experiences variables, duration and number of preschool experiences were significantly correlated with social acceptance in the first grade of elementary school. There were no significant differences of social acceptance score according to the type of kindergarten.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.235-248
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• 2006

Using qualitative methods of interviewing, documentation, and participant observation, this study explored kindergarten children's understanding on their transition into elementary school. Phenomenologically, results showed that children understood that the transition into elementary school means thrownness (Geworfenheit) and projection (Entwurf). When children answered the question about why they want to go to elementary school, their responses demonstrated an understanding of the inevitability (thrownness) of transition. That is, they understood that entering elementary school was an unavoidable step for growing up. They expected(projected) that they would enjoy new activities and opportunities in elementary school. While they felt anxious about stem teachers and difficult studies, they looked forward to intellectual development, various indoor activities, outdoor exercises, and multi-layered encounters.