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Parents in Weihai: Kindergartens are prohibited from offering pre‑primary classes, and primary schools will implement a policy of admission without exams and based on proximity.
Release Date:
2021-04-10
Source:
Parents’ “pulling up seedlings to help them grow,” the unchecked expansion of pre‑primary classes, and excessive curriculum instruction in first grade—these issues in the early childhood–primary school transition have drawn widespread criticism in recent years. Recently, the Ministry of Education issued the “Guiding Opinions on Vigorously Promoting a Smooth Transition Between Kindergarten and Primary School,” which explicitly states: primary schools must strictly adhere to tuition‑free, neighborhood‑based enrollment; kindergartens are prohibited from teaching primary‑school curriculum content ahead of time, and they may not offer pre‑primary classes.
Parents “pulling up seedlings to help them grow,” kindergartens experiencing “unchecked, rapid expansion,” and first-grade instruction exceeding established standards—these issues in the early childhood–primary school transition have drawn widespread criticism in recent years.
Recently, the Ministry of Education issued the “Guiding Opinions on Vigorously Promoting a Smooth Transition Between Kindergartens and Primary Schools,” which explicitly states: Primary schools must strictly adhere to the policy of enrolling students without examinations and within the designated school district; kindergartens are prohibited from teaching primary-school curriculum content in advance or from offering preparatory classes.
Primary schools strictly implement the policy of enrolling students without examinations and assigning them to nearby schools.
Kindergartens may not establish pre‑school classes.
The Guiding Opinions emphasize that primary schools must strictly implement tuition-free, neighborhood-based enrollment, and are prohibited from using examination scores, competition results, training achievements, or certificates as criteria for admissions. They also require that instruction begin at the curriculum standard’s baseline level, with no prior academic preparation. In areas where demand is met, primary schools may not establish pre‑primary classes.
Kindergartens shall not teach primary school curriculum content in advance, assign homework involving reading, writing, or arithmetic, or establish preparatory classes. If a kindergarten experiences an exodus of children from its senior class, it must promptly investigate the reasons and their destinations and report the situation to the local education authorities.
Education authorities shall, based on relevant leads, rigorously investigate and impose strict penalties on off-campus training institutions that illegally provide pre‑school education, and place such entities on a blacklist. The blacklist information shall be incorporated into the National Credit Information Sharing Platform, and joint punitive measures shall be implemented in accordance with applicable regulations. For kindergartens and primary schools found to have engaged in serious violations of educational practices, the principals, kindergarten directors, and relevant teachers shall be held accountable.
Prevent simply transplanting primary school curricula and teaching methods into kindergarten.
The “Guiding Opinions” issued this time also explicitly call for reversing the overemphasis on knowledge preparation, as well as practices of teaching beyond the curriculum standards and advancing learning ahead of schedule. It seeks to standardize the educational and teaching practices of both schools and off-campus training institutions, ensure appropriate preparation for and adaptation to school entry, and facilitate a smooth and scientifically sound transition.
It is necessary to further guide teachers in adopting a scientifically grounded approach to educational transition, ensuring that during the second semester of the senior kindergarten class, children receive targeted support to prepare for various aspects of life—such as daily routines, social interactions, and learning—and to cultivate positive expectations and enthusiasm for primary school.
In addition, it is necessary to prevent and rectify the erroneous practice of simply transplanting primary school–level environments, curricula, and teaching methods into kindergartens.
The first semester of Grade 1 is designated as the school-entry adaptation period.
Avoid making horizontal comparisons among new students.
The “Guiding Opinions” propose that “primary schools shall implement入学 adaptation education.”
Primary schools designate the first semester of Grade 1 as an orientation period, with a primary focus on implementing orientation education. Local curricula, school-based courses, and comprehensive practical activities are primarily used to organize and conduct orientation‑related activities, ensuring adequate instructional time is allocated.
In addition, the teaching and learning approaches for first grade should be reformed, with the national curriculum primarily implemented through gamification, real-life contexts, and integrated, interdisciplinary methods, thereby strengthening children’s inquiry-based and experiential learning.
It is essential to effectively address the tendency to overlook children’s physical and psychological characteristics and their capacity to learn, and to resolutely rectify the misguided practices of teaching beyond the prescribed standards and blindly rushing through the curriculum.
The “Key Guidelines for Adaptation Education in Primary School Enrollment,” issued concurrently with the “Guiding Opinions,” also emphasizes the need to fully understand and respect the differences among new students in their prior experiences, rates of development, and levels of competence. It calls for providing tailored, individualized guidance and support to each child, using positive affirmation and encouragement to help them build increasingly positive school‑entry experiences and gradually adapt to primary school life at their own pace and in their own way. Care must be taken to avoid imposing overly rigid, one‑size‑fits‑all expectations or engaging in horizontal comparisons, so as not to undermine children’s enthusiasm for starting school.
Alleviate parents’ stress and anxiety
With regard to improving the mechanism for collaborative education among families, kindergartens, and schools, the newly issued document also provides clear guidance.
Kindergartens and primary schools should regard parents as key partners, establish effective mechanisms for collaborative communication among families, kindergartens, and schools, and guide parents to work closely with these institutions to ensure a smooth transition.
It is essential to promptly understand parents’ concerns, questions, and suggestions regarding school readiness and adjustment, actively promote relevant national and local policies, and publicize and demonstrate the scientific principles and practices of two-way alignment between kindergarten and primary school. This will help parents recognize the risks of excessive emphasis on academic preparation and premature exposure to primary‑school curriculum, alleviate their stress and anxiety, foster a positive home‑education environment, and encourage active collaboration with kindergartens and primary schools to ensure a smooth transition.
Encourage primary schools and kindergartens within the school district to establish learning communities.
It is worth noting that the newly released “Guiding Opinions” also propose establishing a joint teaching and research system.
Educational research departments at all levels should regard the transition between kindergarten and primary school as a key component of their research agenda, incorporating it into their annual plans and promoting the establishment of a joint research system that ensures seamless communication across these two stages and integrates curricular content. Research personnel should conduct in-depth field visits to kindergartens and primary schools, identify research topics based on practical needs, provide guidance for regional and school‑based research activities, and systematically summarize and disseminate effective practices and valuable experiences.
Encourage primary schools and kindergartens within the school district to establish learning communities, strengthen research and exchange among teachers on child development, curriculum, instruction, and school management, and promptly address key challenges in preparing children for school entry and facilitating their adjustment to school life.
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Source: China News Service
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