| 内容記述2 | The stormy situation for elementary school first graders known as the “1st grader problem” has become widely acknowledged in the world, and the necessity of cooperation between preschools and elementary schools has come into question. There is also an issue originating from “connection,” and the subject of drastic reform is sought when considering the problem of various child maladjustments occurring during the connection period. “Reception classes” have been established in British elementary schools with a substantially lowered starting age that allow connection between preschool education and elementary education. It is there that the London case study was conducted, and from that case study we investigated the method for preschool/elementary school transition.
The London case study mainly implied the following 3 points:
(1) The placement of “reception classes” that lower the starting age of elementary school: Centered on play, the reception classes have no detailed demarcations of time. Children can continue the diversions chosen by themselves for as long as they want.
(2)“ Gentle” educational activity of the“ reception classes”: Items as writing system practice begin at Year 1 with the elementary school group, but the children have options that fundamentally center on play. This type of situation continues, with the goal of increasing the amount of study gradually over 2 weeks. In this way, they are gradually connected to learning, and a “gentle” connection is conceived.
(3) Substantiation of a support structure for personal conditions: There is not only a homeroom teacher, but communication staff , support teaching staff , and learning mentors added from preschool that are familiar with the children assigned as specialist staff , and are specially considered so as to prevent children from being harmed by the large environmental change. Furthermore, their profi les were all provided by the preschools, information sharing was planned, and a support structure in accordance with each student’s situation was established in full.
From the British case study, we observed that, when preschool/elementary school cooperation became a vector, there was a clear view of “vertical continuity” going “upwards” from the perspective of continuity in the children’s learning. While not clear from this case study, it is necessary to, along with “vertical continuity,” consider“ horizontal continuity” by establishing a network between school, home and the regional community. |
