Young convergence refers to the transition of children from kindergarten to primary school, marking the end of a play-based preschool life and the beginning of an informal learning life focused on study. Secondly, there are differences between nursery and primary education. Kindergarten education provides a relaxed and lively learning environment (as perceived by parents), with rigorous and standardized learning content delivered through game-based, hands-on activities that engage both the mind and body. This approach aims to cultivate interest in learning basic knowledge and skills without formal exams. In contrast, primary education is systematic, requiring students to complete assignments and tasks while facing the pressure of exams.
Kindergarten teachers often act like mothers, caring for the children’s daily lives as well as their education. Primary school teachers focus more on academic learning and character development, with less emphasis on daily care. The duration of teaching sessions increases from 30 minutes in kindergarten to 45 minutes in primary school. Classroom lectures become more structured, with stricter behavioral norms and school regulations. Communication between teachers, parents, and children becomes more formalized, and extracurricular interactions among students become more independent.
Three common errors in young convergence:
1. Overemphasis on intellectual development at the expense of cultivating abilities and habits.
2. Misconception that convergence only begins six months before enrollment, neglecting the nurturing of self-care, communication skills, and rule-following behavior prior to school entry.
Case example: A child named Ocean struggles to sit still, drink water, or use the restroom during class, leading to poor concentration and unsatisfactory results. Parents feel anxious but do not know how to help.
Warm recommendation: Before enrollment, children often lack a sense of time and rules. Parents should instill these concepts into their children's daily lives, setting strict requirements for good living and study habits.
Example case: Surging feels ashamed because he cannot tie his own shoes or organize his stationery, causing him to dislike school.
Warm recommendation: Avoid spoiling children by overprotecting them. Love should be balanced and wise, teaching children right from wrong and fostering independence.
Another example involves a grandmother who feeds her grandson instead of encouraging him to eat independently. Parents worry about school meals and arrange daily deliveries.
Share: Excessive doting does not equate to true love! It can lead to negative changes. Spoiling creates dependency rather than resilience.
Parents should encourage children to take responsibility for their own tasks, such as tying their shoes and organizing their belongings. Avoid condoning bad behavior and substitute it with guidance toward proper actions. Be a "lazy mother" intentionally—encourage independence.
Personal story: A family helps their son Well-being develop independence by letting him choose his own clothes and organize his room. Initially, his room became messy, but through consistent effort and praise, he learned to clean and organize effectively.
Another goal is making new friends. During summer vacation, Well-being found joy in riding bikes and playing with neighborhood children. Initially, he could not remember their names, so his parents encouraged him to create business cards with names written on small pieces of paper. Within a week, he made seven new friends.
Plan: Organize a birthday party. Well-being invited three new friends, taking charge of organizing the event while receiving parental support for procurement. Through this experience, he gained confidence and learned organizational skills.
Warm recommendations include folding laundry, preparing food, cleaning up school supplies, finishing homework, tying shoes, bathing, and sleeping independently. Encourage children to practice life skills such as wearing their own clothes, participating in cleanup activities, organizing their belongings, taking care of their items, initiating friendships, and expressing their needs boldly.
Cultural case: A teacher asks children what they want to be when they grow up. One child unthinkingly imagines becoming a rich boss with a Mercedes. Parents should align their children's motivation and ideals with explicit learning goals, inspiring them through stories of struggle and success.
Cultural case: Guo Sack Camel plants trees professionally. His unique hump disease earned him the nickname "Camel." Despite his deformity, he excels at planting trees that thrive and bear fruit. Other tree planters fail to match his success due to excessive interference. The moral is to respect the natural growth process and avoid over-managing.
Cultural case: Weiwei continues playing after school despite repeated calls from his father. This behavior reflects the need to train children in adapting to new environments and integrating into groups. Parents should set examples and teach virtues through storytelling.
Cultural case: Junjun avoids homework two months into school, reflecting the need for parents to correctly handle the relationship between play and learning. Teach children to prioritize tasks and develop responsible learning habits.
Cultural case: Xiaobin is sensible but slow, emphasizing the importance of training time efficiency awareness before enrollment.
In summary, young convergence requires gradual and orderly adaptation, helping children adjust psychologically and environmentally to student life. Key traits include resilience, self-confidence, self-protection, collective consciousness, understanding the bigger picture, and learning autonomy. Effective communication with teachers and peers is essential.