幼儿园及小学日常生活中过渡环节组织存在的问题及解决方案

Abstract

'Transitional activities' are an essential part of daily life for children in kindergarten and primary school. However, there are several issues with the organization of transitional activities in terms of their form, content, and duration. This paper aims to explore the problems that exist in the organization of transitional activities and the weak awareness of teachers regarding these activities. The paper also suggests possible solutions to improve the organization of transitional activities.

Keywords: transitional activities, organization, form, content, duration, teacher awareness

Introduction

'Transitional activities' refer to the activities that occur between two main activities in a child's daily routine, such as transitioning between classes, lunchtime, and recess. These activities are important for children's social, emotional, and cognitive development. They provide children with a break from their main activities, help them to transition smoothly between activities, and provide opportunities for social interaction and learning.

However, the organization of transitional activities in kindergartens and primary schools is often problematic. This paper identifies several issues with the organization of transitional activities, including their form, content, and duration. The paper also discusses the weak awareness of teachers regarding transitional activities and suggests possible solutions to improve their organization.

Problem 1: 'Transitional activities' are organized in a single form

The first issue with the organization of transitional activities is that they are often organized in a single form. For example, teachers may use a simple call-and-response method to transition students from one activity to another. While this method can be effective in some cases, it can become monotonous and reduce children's engagement in the activity. Children may also become bored with the same routine, and this can lead to disruptive behavior.

Solution: Vary the form of transitional activities

To address this issue, teachers should vary the form of transitional activities. They can use different methods such as singing, dancing, and storytelling to make the activities more engaging and fun for children. Teachers can also involve children in the planning and execution of transitional activities, giving them a sense of ownership and control over the activities.

Problem 2: 'Transitional activities' lack variety in content

The second issue with the organization of transitional activities is that they lack variety in content. Teachers may use the same transitional activities repeatedly, and this can become boring for children. Children may lose interest in the activities, and this can reduce their engagement and participation.

Solution: Increase the variety of content in transitional activities

To address this issue, teachers should increase the variety of content in transitional activities. They can use different themes, such as seasons, holidays, and animals, to make the activities more interesting and engaging. Teachers can also vary the activities according to the age and interests of the children.

Problem 3: 'Transitional activities' are too many and time-consuming

The third issue with the organization of transitional activities is that they are often too many and time-consuming. Teachers may use too many transitional activities, and this can reduce the time available for main activities. This can also lead to children becoming restless and less focused on the main activities.

Solution: Reduce the number of transitional activities and their duration

To address this issue, teachers should reduce the number of transitional activities and their duration. They can prioritize the most important transitional activities and use them more effectively. Teachers can also use shorter and more focused transitional activities to reduce their duration and increase their effectiveness.

Problem 4: Teachers have weak awareness of transitional activities

The fourth issue with the organization of transitional activities is that teachers have weak awareness of their importance. Teachers may not fully understand the role of transitional activities in children's development, and this can lead to the activities being neglected or not planned effectively.

Solution: Increase teacher awareness of the importance of transitional activities

To address this issue, teachers should increase their awareness of the importance of transitional activities. They can attend workshops and training sessions to learn about the benefits of transitional activities and how to plan and organize them effectively. Teachers can also collaborate with other teachers and share their experiences and ideas for transitional activities.

Conclusion

In conclusion, transitional activities are an essential part of daily life for children in kindergarten and primary school. However, their organization is often problematic in terms of their form, content, and duration. This paper has identified several issues with the organization of transitional activities and suggested possible solutions to improve their organization. These solutions include varying the form and content of transitional activities, reducing their number and duration, and increasing teacher awareness of their importance. By addressing these issues, teachers can improve the effectiveness of transitional activities and enhance children's social, emotional, and cognitive development.