Difference between Kindergarten and Primary School. Key Difference: Kindergarten denotes a type of preschool that focuses on the children from three to five years of age. A primary school is an elementary school which is meant for the children below the age of eleven.
However, in some countries kindergarten and primary school are used synonymously to denote a school for children with five to six years of age. Image Courtesy: cleveland. Comments OOOO its a very good and enjoyable to me. Your name. Both preschool and pre-k programs address the needs of a child, though pre-k is distinct and wholly separate from preschool.
First, both pre-kindergarten and preschool have a playful learning classroom. These classrooms are driven by the interest of the children. In this age, the children learn best by having hands-on experience in learning and exploring. A typical day in these classrooms includes music, art, science, reading and math activities, and of course, playtime.
Another common thing between these two is the social and emotional growth of the children. Relationships are essential for growing children. Both teach children social skills through interactions, mentoring and direct teaching. Preschool and pre-kindergarten have so many similarities. They both promote learning and growth in children in many areas.
If your child is in kindergarten, you'll probably receive regular reports on your child's progress and may even attend parent-teacher conferences. If your child is a preschool, however, you might only hear about behavior and get periodic updates on achievements.
Kindergartners are expected to have much more impulse control than preschoolers. Preschool teachers may focus on burning off children's energy through play, while kindergarten teachers expect that students will be able to focus on lessons for brief periods. Students who have trouble focusing or sitting still in kindergarten might get additional help or be diagnosed with a condition such as attention deficit disorder.
In preschool, however, this behavior, within reason, is normal and expected. Van Thompson is an attorney and writer. Interoperable teachers let children explore in games, learn from games and gain perception.
These evaluation indicators enable teachers to gain objective and comprehensive understanding of the overall situation of young children in K-P transition period.
This evaluation index helps teachers to analyze the appropriateness of educational goals, educational content, and educational methods, adjust teaching strategy immediately. After the implementation of the evaluation, the purpose and direction of teacher work during K-P transition period are clearer. Accordingly, this study sort out the establishment of evaluation criteria must adhere to the common education principle.
The evaluation principle is the basis for guiding the implementation of evaluation, which determines what teachers and parents should do or should not do. First, the principle of diversity. Parents need to participate in the evaluation. Children are not only limited to kindergartens, schools, but also families, so researchers encourage parents to participate in the evaluation Zhu, Second, the principle of objectivity.
The evaluation should be integrated with the real and natural scenarios, with the curriculum integration, and discipline learning integration Zhu, Thirdly, the principle of difference.
Children are different, in the evaluation to face and respect these differences, focusing on children in different starting points on the growth and development, rather than see whether they have reached one common standard. Evaluation should be based on the assessment of the characteristics of children found that diagnostic analysis, as the starting point for the implementation of education.
Finally, the principle of inspiration. The evaluation result is not used for comparison or training by teachers or parents. Figure 2. Table 1. Observations for K-P transition period. In the specific development of evaluation indicators, researchers design five evaluation dimensions, include 25 specific evaluation observations.
The Ecology of Human Development. Early Childhood Education and Primary Education. Elementary School, 2, Pre-School Education Research, 4, Dunlop Eds. London: Routledge Falmer. Shanghai Educational Research, 5, Analysis of Fracture between Kindgarten and Primary School. Urban Tutor, 8, Saracho Eds. New York: Teachers College Press. Teacher Education Forum, 7, Educational Circles, 21, File Number: Basic Education Division , Modern Teaching, 11, Journal of Chongqing Academy of Arts and Sciences, 30, Education Research and Comments, 3, Preschool Education, 4, Home Journals Article.
DOI: Abstract Since early s, research of transition from kindergarten to primary school was conducted in kindergartens at Shanghai, which mainly focused on how kindergarten children prepared for early primary school. Share and Cite:. Zhao, X. Creative Education , 8 , Introduction As early as the s, research of transition from kindergarten to primary school was once conducted in kindergartens at Shanghai.
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