今年学前教育宣传月的主题是“共同守护数字时代的童年”。我常常思考：在数字产品无处不在的今天，幼儿园该如何守护孩子的童年？幼小衔接又该如何进行？在我们看来，真正的幼小衔接，绝非依托智能学习软件进行碎片化知识灌输，而是立足幼儿发展规律“长程式培育”——让孩子在真实的生活、游戏和交往中，日积月累锤炼出适应小学生活、受益终身的综合能力。

The theme of this year’s National Preschool Education Publicity Month is “Jointly Safeguarding Childhood in the Digital Age”. I often ponder: amid the omnipresence of digital devices, how should kindergartens protect children’s childhood? How can we deliver a sound transition from kindergarten to primary school? From our perspective, a genuine preschool-to-primary transition never consists of fragmented knowledge cramming via intelligent learning apps. Instead, it entails long-term nurturing grounded in children’s developmental laws—allowing children to cultivate lifelong, comprehensive competencies that prepare them for primary school through real-life experiences, play and peer interaction day in and day out.

一、理念先行：用真实生活对抗数字依赖

I. Prioritize Educational Philosophy: Counter Digital Overreliance with Authentic Life

集团化办园的核心优势，在于理念统一、资源共享、标准共升。我园立足集团育人体系，构建“三年一体化”幼小衔接课程框架，打破短期突击式衔接误区，将入学准备教育渗透于幼儿三年在园生活的方方面面。我们明确保教核心准则：幼儿的成长与学习，必须根植于真实操作、真实交往、真实自然探索，摒弃屏幕化、虚拟化的被动学习模式，以实景体验夯实幼儿成长根基。小班常规养成比动画片更吸引孩子。总园区小班的阳阳小朋友，刚入园时每天哭闹。阳阳奶奶心疼，偷偷将手机塞给他：“看动画片就不哭了。”我们发现后，没有简单制止，而是通过集团教研统一设计的常规养成游戏，变成每天必玩的闯关任务。同时，为阳阳设计了“小帮手”角色——每天负责给自然角的绿植浇水。阳阳第一次给绿萝浇水时，惊喜地喊：“老师，叶子上有水珠，像宝石！”那一刻，他的眼睛比看动画片时亮得多。一个月后，阳阳奶奶专门来感谢：“孩子回家不吵着要手机了，他说明天要早点去幼儿园，他的花口渴了。”这个案例让我们坚信：真实世界里的一滴水、一片叶子，比屏幕里的虚拟世界更有吸引力。 

The core strength of group-run kindergartens lies in unified educational philosophies, shared resources and collectively elevated standards. Rooted in the group’s nurturing system, our kindergarten has built a three-year integrated curriculum framework for preschool-to-primary transition, breaking the misconception of last-minute cramming for school readiness. We weave school-preparation education into every aspect of children’s three years in kindergarten. We uphold a core principle for childcare and education: children’s growth and learning must stem from hands-on practice, genuine social engagement and unmediated exploration of nature. We reject passive screen-based, virtual learning modes, and consolidate the foundation of children’s growth through immersive real-world experiences.

Structured daily routines for junior-class children are far more captivating than cartoons. Take Yangyang, a junior-class pupil at our headquarters campus. He burst into tears every day upon arrival at kindergarten. Out of pity, Yangyang’s grandmother secretly slipped a mobile phone to him, saying, “Watch cartoons, and you won’t cry anymore.” Instead of simply banning screen time, we designed routine-building games as daily challenge tasks through unified group teaching and research. Meanwhile, we assigned Yangyang the role of “little helper”—tasked with watering green plants in the nature corner every day. The first time he watered the green radish, he exclaimed in delight: “Teacher, there are dewdrops on the leaves, just like gemstones!” At that moment, his eyes sparkled far brighter than when he watched cartoons. A month later, Yangyang’s grandmother came to express her gratitude: “My boy no longer pesters us for mobile phones at home. He says he wants to rush to kindergarten early tomorrow, for his flowers are thirsty.” This case reinforces our conviction: a single drop of water or leaf in the real world holds greater appeal than the virtual realm on screens.

二、中班递进：做时间的主人

II. Progressive Learning in Middle Classes: Empower Children to Master Their Own Time

进入中班和大班，我们集团系统化设计了幼小衔接主题活动“我是健康小达人”“我是时间小主人”“我是文明小使者”“我是学习小标兵”四个递进板块。每个板块都强调真实体验，拒绝数字替代。西四路园区的浩浩，做事特别拖拉。浩浩妈妈很焦虑，在手机上下载了时间管理软件让他打卡，这种机械的线上监督方式，非但没有改善问题，反而让浩浩产生抵触情绪，拖沓现象愈发明显。在“认识时钟”活动中，老师引导幼儿直观感知时间尺度：一分钟可以拍手多少次、跳绳多少下、搭建多少积木？体验中，浩浩惊喜地发现自己一分钟能够拍手120下，在真切的实践感受中建立起初步的时间观念。回家后，主动跟妈妈要求早上6点半准时起床。浩浩妈妈在家长群里感慨：原来让孩子学会管理时间，不是用手机监督他，而是让他自己感受到时间的存在和珍贵。  

For middle and senior classes, our preschool education group has systematically designed four progressive themed activities for preschool-to-primary transition: “Little Health Ambassadors”, “Little Time Managers”, “Little Civilization Messengers” and “Little Learning Role Models”. Every module prioritizes firsthand experience, rather than digital substitutes.

Haohao, a pupil at our Xisilu Campus, struggled severely with procrastination. Anxious about his behavior, Haohao’s mother downloaded a time-management app on her phone for him to clock in. This mechanical online supervision not only failed to remedy his dilatory habits, but also sparked resistance in Haohao, worsening his tendency to put things off. During our “Learning to Read Clocks” activity, teachers guided children to intuitively perceive the passage of time: how many claps, rope skips or building blocks they could complete in one minute. Through tangible practice, Haohao was thrilled to discover he could clap his hands 120 times in a single minute, fostering his initial understanding of time’s value. After the activity, he took the initiative to ask his mother to wake him up promptly at 6:30 every morning. Haohao’s mother shared her reflection in the parents’ WeChat group: To help children learn time management, we should not supervise them via mobile phones, but let them personally perceive the existence and preciousness of time.

三、大班冲刺：在真实任务中培养能力

III. Senior-Class Focus: Cultivate Core Competencies Through Authentic Tasks

到了大班，我们聚焦三大核心能力：整理书包、值日服务、文明交往。这些都是小学一年级最需要的生活能力，也是对抗数字依赖的重要途径——当孩子在真实任务中获得成就感，就不会沉迷虚拟世界。范家园区大班的小宇，之前在家父母包办一切，连穿衣服、收拾玩具都很少自己动手。上了大班后，我们开展“我是小小值日生”活动，刚开始小宇不愿意，老师没有批评，而是带孩子们参观小学教室，看到小学教室里也有值日生表，哥哥姐姐自己打扫卫生。回到幼儿园后，老师问：“你们想不想像哥哥姐姐一样，自己管理自己的班级？”小宇第一个举手想当值日生。从那以后，小宇不仅把班级图书角整理得整整齐齐，回家还主动帮奶奶做家务。    

In senior classes, we focus on nurturing three pivotal life competencies: packing schoolbags, class duty service and civilized interpersonal communication. These are the most essential life skills for first-grade primary students, and powerful antidotes to digital addiction—when children gain a strong sense of accomplishment from completing real-life tasks, they lose the urge to indulge in virtual worlds.
Take Xiaoyu, a senior-class pupil at our Fanjia Campus. Prior to kindergarten, his parents took care of all his daily affairs; he rarely dressed himself or tidied up toys independently. Upon entering the senior class, we launched the “Little Class Duty Officer” activity. At first, Xiaoyu was reluctant to participate. Instead of reprimanding him, teachers led the children on a visit to a primary school classroom, where they saw duty rosters posted and elder pupils cleaning the classroom independently. Back at kindergarten, teachers asked the children: “Would you like to manage our classroom independently, just like the elder pupils?” Xiaoyu was the first to volunteer as a duty officer. From then on, he neatly organized the class book corner every day, and even took the initiative to help his grandmother with housework after returning home.

四、集团联动：走进真实的小学

IV. Cross-Kindergarten Group Collaboration: Immersive Visits to Real Primary Schools

我们集团与蔡家坡第一小学建立了常态化联动机制，所有活动都是“真看、真做、真感受”。大班孩子走进小学部室，亲手操作显微镜，体验小学桌椅，直观感受小学学习环境；孩子们参加小学运动会开幕式，和哥哥姐姐一起升国旗、喊口号，沉浸式体验小学集体氛围；邀请小学生和小学老师进幼儿园，与孩子们面对面交流答疑，真实消解入学焦虑、铺垫入学认知，让幼小衔接告别虚拟屏幕，扎根真实实景体验。

Our preschool education group has established a regular collaborative mechanism with Caijiapo No.1 Primary School, with all activities centered on genuine observation, hands-on participation and immersive experience. Senior-class children tour functional classrooms in the primary school, operate microscopes firsthand, and test out primary school desks and chairs to gain an intuitive understanding of primary school learning environments. They participate in the opening ceremony of the primary school sports meet, raising the national flag and shouting slogans alongside elder pupils, fully immersing themselves in the collective atmosphere of primary school. We also invite primary school students and teachers to visit our kindergarten, engaging in face-to-face conversations and Q&A sessions with the children. These interactions effectively ease children’s anxiety about starting primary school and lay a solid cognitive foundation for school transition, enabling kindergarten-to-primary transition to break free from virtual screens and take root in authentic, on-site experiences.

五、家园共育：守护童年，携手同行

V. Home-Kindergarten Co-Education: Jointly Safeguard Children’s Childhood Hand in Hand

我们深知，幼儿园的教育成效离不开家庭协同支撑。幼儿在园养成良好习惯，居家却长期沉迷手机、短视频，教育效果便会大打折扣。为此，园所高度重视家园沟通与家长指导工作。除依托家长会、家长群推送育儿学习素材外，我们更着力为家长提供切实可行的亲子陪伴替代方案，引导家长放下电子产品，高质量地用心陪伴。

一个会整理书包的孩子，比一个会用学习软件的孩子更适应小学；一个会在真实游戏中解决问题、与人交往的孩子，比一个会刷视频的孩子拥有更强大的内心。数字时代，守护童年不是让孩子远离所有科技，而是让孩子在真实世界里扎根。

We fully recognize that the effectiveness of kindergarten education hinges on collaborative support from families. If children develop sound habits in kindergarten yet spend long hours glued to mobile phones and short-video platforms at home, educational outcomes will be drastically diminished. For this reason, our kindergarten attaches great importance to home-kindergarten communication and parent education guidance. Beyond parent-teacher meetings and parenting resources shared via parent WeChat groups, we prioritize providing parents with actionable alternatives for high-quality parent-child companionship, guiding caregivers to set aside digital devices and offer wholehearted, attentive company to their children.
A child who can independently pack their schoolbag adapts far better to primary school than one who is adept at operating learning apps. A child capable of solving problems and interacting with peers through real-life play possesses far greater inner resilience than one who spends hours scrolling through short videos. In the digital age, safeguarding children’s childhood does not mean completely cutting children off from all technology. Instead, we must help children take root in the tangible, real world.

供稿：学前股

来源：岐山县教育体育局

编辑：王三周

Contributor: Preschool Education Section
Issuing Authority: Qishan County Education and Sports Bureau
Editor: Wang Sanzhou