The year of the kindergarten class is a critical transition from “playing school” to “doing in school” for children and is also the most central year for young children. Many parents are anxious to go to the mad press, go ahead and brush their head, or the buddhists are fed up and not prepared for anything, resulting in their children being tired of school or having to go to primary school。
The true “big class master” is never the word, the number of questions, but the habit, the ability, the ability to learn, the understanding of the rules — the bottom line for continuing to lead after primary school. Today, you are given a full-year, straight-on-the-ground school plan, with no chickens, no internal rolls, and every day, with steady improvements in children's abilities and low self-confidence in primary school。
First, understand: the core principles of class planning, avoiding 90 per cent of parents' pits
The ministry of education explicitly requires that kindergartens be de-primaryized and that “zero starting point” instruction be maintained. The master plan, which is not to advance primary school knowledge, but to develop habits, competencies, rules and mindsets, is the real “end of school”。
Capacity priorities, supported by knowledge
Instead of pursuing “how much”, just looking at “what can”:
- 20-25 minutes
- to understand complex instructions, to speak clearly
- wearing our own clothes, packing their bags, managing their time
- to respect the rules and to be friendly with one another
These bottom capabilities are 100 times more important than early spelling and arithmetic。
2. Playful learning and rejection of mechanical brushes
The brain of a child before the age of 6 is dominated by pictural thinking, with poor hard-back effects and anorexia. All learning must be integrated into the game, into life, for example:
- the supermarkets are buying things to work on
- painted books read and understood
- building blocks, puzzle logic, focus
It's the kids who want to learn and remember。
3. Step-by-step, with no urgency
The class is divided into three stages per year:
- school term: adapting to the rhythm, laying the foundations (custom + self-care)
- next term: capacity enhancement, alignment (focus + expression + rules)
- one month before admission: simulated primary school, steady mentality
A little bit better every day than a surprise。
4. Co-operation at home, not alone
Kindergartens teach collective rules, social skills, and parents learn habits and habits. It's the synchronizing, the children are moving fast。
Ii. All-year school master plan: phased, divided modules, done daily
(i) first stage: class term (september-december) — laying the foundations, habits (core: self-care + rules)
Objective: to make the child a “liveler” and to create a sense of stability and basic rules。
1. Self-care (everyday)
- clothes, shoes, laces
- eat with chopsticks, don't pick, eat on time
- wash yourself, brush your teeth, make your bed
- toys, school bags, clothes the next day
- learn like a toilet, wipe your ass, wash your hands
Practice: unpackaged, encouraged, even slow and poorly done, without criticism。
2. Interest adjustment (fixed execution)
- sleep by 21:00, 10-11 hours
- get up by 7:00 a. M., have 30 minutes to wash and have breakfast
- lunch break is controlled in 30 minutes, so as not to affect night sleep
Practice: using alarm clocks, bedtime story rituals, regular processes, forming biological clocks。
3. Rule awareness (daily infiltration)
- toys are back, trash is in the trash
- no noise in public, no line
- no interruptions, no interruptions
- make promises, make mistakes, apologize
Practice: to say rules in advance, violations have consequences (e. G. No toys, not tomorrow)。
4. Basic capacity (15-20 minutes per day)
- focus: puzzles, building blocks, looking for different (from 10 minutes to 20 minutes)
- language: 10 minutes a day to talk about kindergarten fun, encourage full speech
- mathematics: number 1-50, classification, relative size, simple matching (life practice)
- pre-written: drawing lines, graphics, writing your name (no requirement for finishing, pen-shaping)
(ii) second phase: next semester of the class (march-june) — strong capacity, bridging (core: focus + expression + thinking + socialization)
Objective: to improve overall learning skills, simulate the classroom rhythm of primary schools and prepare psychologically。
1. Upgrading of learning skills (30 minutes per day in two segments)
- focus training (20 minutes):
Do as you're told
Quiet reading, painting, handmade (no interruption, no interruption)
Job game: complete a scene, complete a puzzle (continue to finish)
- language expression (10 minutes):
Recapitulates the story, continues the story, looks and talks
How dare you speak to your family and share your thoughts
Learn to ask, "why?" "what would you do?"
2. Mathematic thinking (life change, no problem)
- understanding of quantitative relationships within 10, plus or minus (confection, mags)
- clock (full, half-point), calendar, renminbi (simple perception)
- classification, sorting, search patterns (toys, clothing, building blocks)
- space awareness: upper-down, left-to-right, back-to-back, shape (building blocks, maze)
3. Preparation for pre-writing (principal, non-mechanical)
- correct pen and pen
- draw straight lines, curves, circles, simple chinese characters (names, numbers 1-10)
- recording things with drawings and symbols
4. Socialization and rules (simulation primary schools)
- role-playing “pupils”: raise hands, listen carefully, inter-curricular arrangements
- learn to resolve conflicts: speak out, negotiate, share in rotation
- following the rules in collective activities, cooperating with teachers and helping peers
5. Scientific exploration (1-2 per week)
- small experiments: seed sprouts, water changes, magnets (observation + record)
- natural observation: plant growth, weather change, small animal habits (paint observation journals)
- cultivating curiosity: ask "why" and find answers together
(iii) phase iii: 1 month prior to admission (july-august) — simulated primary school, steady mentality
Objective: to eliminate school anxiety, to become familiar with the rhythm of primary school and to make final connections。
1. Complete targeting of primary schools
- strictly in line with primary school: up, breakfast, school, class, lunch break, school leave, sleep
- organization of 2 “simulation sessions” per day (30 minutes each, with a 10-minute break)
2. Primary school readiness
- visit to primary schools, school, classrooms, playgrounds
- preparation of school bags, stationery, water cups, uniforms
- read a drawing book, big school for little ally, "david goes to school" and build school expectations
3. Final capacity enhancement
- a 30-minute focus
- rapid preparation of school bags and preparation of school supplies (per day exercise)
- loud and clear: "sensei, i want water." "i have problems."
Iii. Daily fixed process: simple and well-executed and child-friendly
You have a daily schedule (next term) of major classes that can be carried out directly
Morning (7:00-8:30)
- 7:00. Get up, get dressed, wash yourself
- 7:30 breakfast
- 8:00 packing of books, inspection of objects (self-made)
- 8:30, go to school
After school (1630-211)
- 1630-1700. Relax, have a snack, talk about kindergarten
- 1700 - 17:30 outdoor exercise (jumping rope, running, ball class, promotion)
1730-1800 study time (focus on training + language/mathematics game)
- 18:00-18:30 for dinner
18:30-19:30 free movement (toys, drawing books, paintings)
- 1930-2000 parent-to-child reading (15 minutes) + sharing (5 minutes)
- 20:00-20:30 wash, prepare next day's clothes
- 2030-21:00, bedtime stories, bedtime
Parents must do three things: do the right thing, and the child automatically becomes a schoolboy
1. Let go of me
The class is during the outbreak of independence, and the more parents let go, the more capable the child is。
- do your own thing: dress, eat, sort, pack
- small tasks in the family: cleaning tables, making bowls of chopsticks, planting flowers (rearing responsibility)
- no blame for making mistakes: "it's okay. Let's try it again
2. Emotional stability, no anxiety
Parents' anxiety spreads to children。
- you don't compare children to other people. "you can see it
- no yelling: the child is not doing well, in love, in guidance, firm but gentle
- more encouragement, less criticism: focus, no results
3. Quality and incomparability
30 minutes of high-quality company per day, more than 10 classes。
- read together: read together and talk together every day
- game interaction: mind games, language games, sports games
- listen to the child: listen carefully to the child, don't interrupt, don't deny, let him speak
Five, avoid 3 major errors and plan no error
1. Mistakes: supra-preventive knowledge = winning on the starting line
Wrong: mechanical brushing, early enticing, anaemic, forgotten, and damaging learning interests
Yes: heavy ability, light knowledge, game enlightenment, internal drive of "i want to learn"
2. Zone of error: cultivation and attendance at primary school
Wrong: i have no habits, no abilities, i can't keep up in primary school, low self-esteem, anxiety
Yes: planned, rhythmically trained, habits developed, smooth transitions
3. Mistakes: the number of newspapers is as high as possible
Wrong: full weekends, more tired children than school, loss of play time, resistance to learning
Yes: no advance classes, only interest categories (sports, fine arts, music), protection of curiosity
To parents: planning a class, not forcing children, helping them
This year, instead of forcing a child to become a “heavy”, it is helping him to build self-confidence, develop habits, learn to learn, adapt to the rules — the ability to benefit from a lifetime。
You don't have to be perfect. You don't have to do 100 points a day. A little bit of progress every day, and you'll find that children are becoming more independent, more focused and more expressive, and that they can take care of themselves without you rushing or staring at them。
Children grow up never overnight, but day after day. A year of catching up with the class, with scientific planning and gentle company, helps the child to build the foundation of his ability to easily enter primary school with confidence and confidence, becoming a true “long-term school master”。
