Tóm tắt tiếng anh: Chuẩn bị cho trẻ 24 – 36 tháng tuổi thích ứng với trường mầm non.

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION

TRAN THI KIM LIEN

PREPARING FOR 24-36-MONTH-OLD CHILDREN’S ADAPTATION
TO KINDERGARTEN
Major: Preschool Education
Code: 9.14.01.01

THE DOCTORAL DISSERTATION SUMMARY

Hanoi, 2022


The research project is completed at
FALCUTY OF EARLY CHILDHOOD EDUCATION
– HANOI NATIONAL UNIVERSITY OF EDUCATION

Supervisors:
1. Assoc. Prof. Dr. BUI THI LAM
2. Assoc. Prof. Dr. NGUYEN THI HOA

Reviewer 1:

Prof. NGUYEN THI HOANG YEN National Academy of Education Management

Reviewer 2:

Assoc. Prof. Dr. NGUYEN HONG THUAN
The Vietnam Institude of Educational Sciences

Reviewer 3:

Assoc. Prof. Dr. NGUYEN THI THANH HONG
Ha Noi National University of Education

The thesis will be reviewed by the Council of Thesis Evaluation at
the Department of Psychology – Education,
Hanoi National University of Education
at…..on....../…./ 2022

The thesis can be found at:
- The National Library, Ha Noi, Viet Nam
- The Library of Hanoi National University of Education


INTRODUCTION
1. Background
1.1.The constant changes in nature and society require humans the
adaptabilities with which they can achieve balance and integration with the new
environments.
Preparing for 24-36-month-old children’s adaptation to kindergarten is
important, contributing to one of the purposes of early childhood education as
“forming and developing children’s psycho-physiological functions, competence and
virtue, and necessary life skills appropriate to their ages”.
1.2 The first time at school is a turning point to kindergarteners, marking a
change in the environment from being surrounded by family only to the kindergarten.
Children will have more relationships and take part in educational planned activities.
However, the differences between these two environments make it difficult for
children to adapt; some children feel stressed, insecure, or even threatened while

others have problems with eating or sleeping, have negative behaviors, and reduce
their interaction with nonfamily. Therefore, it is necessary to have appropriate
preparations to help children gradually adapt to the kindergarten environment.
1.3. Recent neuroscientific studies have shown that child care can affect the
brain’s structure and development. Children aged from 24 to 36 months have a strong
development of neural connections; this depends on the adults’ care. In addition, at
these ages, the close relationship between children and their mother still prevails, so
they often show anxiety and vulnerability when separated from their mother.
However, the child begins to have a need for self-assertion despite still being
dependent on the mother. Children gradually grow up, develop and start to realize that
they are a separate people and different from everyone around them. Moreover, the
Terrible Threes in this period makes it a difficult time for children and their caregivers
when the children want to show independence while their abilities are limited.
It can be seen that many families send their children to kindergartens when
they are between the ages of 24 and 36 months. Some kindergartens, mainly public
schools, only accept children aged 24 months although kindergartens must accept
children aged from 3 months to 36 months as stipulated in Circular 01/VBHNBGDĐT . Therefore, preparations for children aged from 24 to 36 months when they
first go to kindergartens are necessary and suitable for their development and
contribute to solving children and their families’ difficulties.
1.4. A number of foreign studies have shown that families and kindergartens
also have many difficulties when children first go to school. Parents want to get the
information and help from the school to reduce their worries, sadness, and guilty
feelings when they do not know what will happen to their children when approaching
a brand new environment. It’s also challenging for kindergarten teachers, and they
need support from the school as well as the cooperation of the families to increase
children’s adaptability. Some other studies have also come up with preparation ideas
for families and schools to support children's adaptation to kindergartens.
1

However, in Vietnam, not many studies on adaptation focus on children
preparing for kindergarten. A few studies that can be found, have only suggested
some measures which can be carried out by the schools and conducted a survey on the
teachers; therefore, it is essential to study the process of preparing children from 24 to
36 months old to adapt to kindergarten environment in Vietnam.
For the above reasons, the thesis chooses to research the topic "Preparing for
24-36-month-old children’s adaptation to kindergarten".
2. Aims of the study
In the limit of the thesis, the author focuses on the theoretical and practical
research to prepare children aged 24-36 months to adapt to kindergarten, and based on
that, proposes some preparations for children aged 24-36 months in the transition
from home to kindergarten, helping them quickly get on well with the new
environment and get ready for the next school years.
3. Research object and subject
3.1. Research object
The thesis studies the ways to prepare 24-36-month-old children’s adaptation to
kindergarten.
3.2 Research subject
The thesis focuses on the process of preparing 24-36-month-old children children’s
adaptation to kindergarten.
4. Scientific hypothesis
The process of preparing for 24-36-month-old children to adapt to kindergarten
has been a concern by families and schools, but there are still some limitations leading
to children’s anxiety, lack of confidence, and uncooperativeness with their teachers
and peers. Therefore, some measures, by the close coordination between families and
the school, should be proposed and implemented to prepare children aged 24-36
months to adapt to kindergarten. It will help children to adapt to the new environment
better.
5. Research mission
5.1. Researching on the theoretical basis about preparing children aged 24-36

months to adapt to kindergarten.
5.2. Conducting a survey on the situation of preparing children aged 24-36
months to adapt to kindergarten.
5.3. Proposing and experimenting with some ways to prepare children aged 2436 months to adapt to kindergarten.
6. Scope of the study
- Research object: Preparing for 24-36-month-old children to adapt to
kindergarten requires the participation of different forces, but in the limit of the thesis,
the author focuses on the family and the kindergarten.
- Research subjects for the survey: 70 children from 24 to 36 months old going
to kindergarten for the first time; 70 parents (of these children) and 70 teachers
teaching these children in the kindergarten.
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- Experimental subjects: 03 children from 24 to 36 months old going to
kindergarten for the first time.
- Research area: Nam Dinh city.
7. Research approaches and methodology
7.1. Approaches: Development; System; Activities; Integration; Culture
7.2. Research Methods: Researching methods on a theoretical basis;
Researching methods on experimentation including observations, conversations,
interviews, case studies, pedagogical experimentation; Data processing methods
8. Arguments
8.1. 24-36-month-old children face some difficulties in the transition from
home to kindergarten. Preparing for 24-36-month-old children’s adaptation to
kindergarten is an impactful process to help children to gain balance and integration
with the new environment, reducing the difficulties children often have at this
transition.
8.2. 24-36-month-old children’s adaptation is demonstrated in signs including
children show stable emotions; children participate in activities with objects; children

establish relationships with adults and peers; children are ready to accept changes in
familiar situations and children actively participate in activities of daily routines
(eating, sleeping, keeping hygiene).
8.3. The process of preparing 24-36-month-old children to adapt to
kindergarten requires coordination between relevant forces, especially the two central
forces, which are kindergarten and family.
8.4. Preparing 24-36-month-old children to adapt to kindergarten will be
effective if measures are taken following stages of the process, with close
coordination between the family and kindergarten. In which, kindergarten plays a key
role in this process.
9. Significance of the study
9.1. To enrich the theoretical basis of preparing for children aged 24-36 months
to adapt to kindergarten. The thesis aims at developing the concept of preparing for
children aged 24-36 months to adapt to kindergarten, identifying how children behave
when they have adapted to kindergarten and analyse the process of preparing for
children for 24 to 36 months old to adapt to kindergarten.
9.2. To illustrate the practice of preparing children from 24 to 36 months old to
adapt to kindergarten in Nam Dinh city, from which the thesis establishes a basis for
designing and developing measures to support children and their families in the
transition from home to kindergarten. In addtion, the thesis has inherited and
innovated a set of tools to measure the adaptability to the kindergarten of children
aged 24-36 months initially meeting the standards of the Cronbach'alpha.
9.3. Some proposed measures can be used as a guide for parents and
kindergarten teachers in preparing for children aged 24-36 months to adapt to
kindergarten.

3


10. Design of the thesis

In addition to the introduction, conclusions, recommendations, references and
appendices, the thesis consists of 4 chapters, organized as follows:
Chapter 1: An overview and the theoretical basis on preparing for 24-36month-old children’s adaptation to kindergarten.
Chapter 2: The situation of preparing for 24-36-month-old children’s
adaptation to kindergarten.
Chapter 3: Ways to prepare for 24-36-month-old children’s adaptation to
kindergarten.
Chapter 4: Experimentation on preparing for 24-36-month-old children’s
adaptation to kindergarten.

4


CHAPTER 1. LITERATURE REVIEW AND THE THEORETICAL
BASIS ON PREPARING FOR 24-36-MONTH-OLD CHILDREN’S
ADAPTATION TO KINDERGARTEN
1.1. Literature review
1.1.1. Studies on the adaptation to the kindergarten of children from 24 to 36
months old
The first direction: Studies on children’s behaviors when they first go to
kindergarten, namely the studies by Ainslie & Anderson (1984), Ahnert et al., (2004),
Griebel & Niesel (2009), and Watamura et al (2003), Blatchford (1983), Field (1984,
1991); Hausken et al. (2002)…, claim that on their first day to kindergarten, children
show (1) stress, anxiety, (2) decreased social interactions, disagreement and close
relation seeking and (3) gradually adapting after a period of getting acquainted.
The second direction: Studies by Klim-Klimaszewska (2006); Ereky-Stevens
(2018); Hausken (2002) analyze objective and subjective factors affecting children’s
adaptation to kindergarten. The objective factors include (1) the interaction between
the teacher and the children, (2) the familiarity of the teacher and their friends, and (3)
the time they spend at school. The subjective factors that can affect the process of

preparing children to adapt to kindergarten are their characteristics, such as
temperament, age, gender, lack of essential skills, and the attachment to children’s
caregiver. These studies are the basis to identify factors affecting 24 to 36-month-old
children’s adaption to kindergarten in Vietnam.
1.1.2. Studies on the preparation for children from 24 to 36 months old to adapt to
kindergarten
1.1.2.1. Studies on the preparation for children to school
Among the studies on preparing children to school, studies on preparing
children under 36 months old for the transition from home to kindergarten are more
limited. Especially in the context of Vietnam, studies on this issue are quite lacking.
1.1.2.2. Studies on the ways to prepare for children from 24 to 36 months old to
adapt to kindergarten
There have been a great number of studies on preparing for the connection
between kindergartens and families, studies on family and kindergarten’s preparatory
content and studies on preparing necessary skills for children to adapt to kindergarten.
However, it is found that the contents, measures and forms of preparation are
conducted on children in all kindergarten ages, and the ones specifically for children
from 24 to 36 months old in Vietnam are still quite a few.
1.2 Theoretical basis of 24-36 month-old children’s adaptation to kindergarten
1.2.1. The concept of 24-36 month-old children’s adaptation to kindergarten
1.2.1.1. Adaptation
Adaptation is the process in which people accept the changes and adjust
themselves to establish the balance and integrate into the new environment.
1.2.1.2. 24-36-month-old children’s adaptation to kindergarten

5


Based on the concept of adaptation, the thesis considers 24-36-month-old
children’s adaptation to kindergarten as the process which children accept the changes

in the transition from home to kindergarten and adjust themselves to establish the
balance and integrate into the new environment.
1.2.2. 24-36-month-old children’s developments in psycho-physiological
characteristics related to their adaptation to kindergarten
A child's brain has a tremendous growth in neural connections during the first
three years of life, and it reaches its peak at the age of 3. However, if children
experience stress and negative feelings such as the first time going to kindergarten,
their nervous system will be easily stimulated, and it will affect the development of
the brain’s structure.
The period of 24-36 months is also when children sense and develop languages
with the remarkably increasing speed of linguistic development. Activities with
things or objects are the main activities of children aged 24-36 months. Through
activities with objects, children's perception becomes more sophisticated and
complete.
Children’s emotions are still strong and spontaneous but directed to a fairly
clear and stable object. Children still have not been able to control their emotions,
easily get worried and afraid and are often emotionally affected by others.
For children from 24 to 36 months old, the close relationship with their mother
still prevails, but they also begin to realize that they are separate individuals and
different from everyone around. This is the stage when children show anxiety if
separated, a nature of attachment. Children aged 24-36 months have formed a
relatively stable behavior.
1.2.3. Manifestations of 24-36-month-old children’s adaptation to
kindergarten
1: Children show stable emotions
2: Children participate in activities with objects
3: Children establish relationships with adults and peers
4: Children are ready to accept changes in familiar situations
5: Children actively participate in activities of daily routines (eating, sleeping,
keeping hygiene).

1.2.4. The meaning of 24-36 month-old children’s adaptation to kindergarten
Adapting to kindergarten helps stabilize children’s emotions, nourish and
protect the nervous system from the stress of changing the environment for the first
time at school. That children get used to activities in the daily routine such as eating,
sleeping, and cleaning helps their body to establish a regular circadian rhythm. When
children are engaged in activities, they will actively participate in educational
activities which are organized in a scientific and purposeful curriculum of the
kindergarten, and that will help children develop comprehensively in accordance with
their needs and abilities. Thereby, children's cognitive ability is well developed.

6


Adapting to kindergarten also helps children actively involve themselves in
relationships with other people.
1.3. Theoretical basis on preparing for 24-36-month-old children’s adaption to
kindergarten
1.3.1. Preparing for 24-36-month-old children’s adaptation to kindergarten
Preparing for 24-36-month-old children’s adaptation to kindergarten can be
considered as the process of pedagogical impact with purpose and direction in
organizing collaborative activities between kindergartens and families to help children
establish balance and integrate into kindergarten.
1.3.2. The meaning of preparing for 24-36-month-old children’s adaptation
to kindergarten
The process of preparing for 24-36-month-old children’s adaptation to
kindergarten is important in helping children reduce anxiety and negative effects
when they do not adapt to kindergarten, increase the frequency of adaptive behaviors
and shorten their adaptation time. A good preparation for entering a new environment
will prevent most children from suffering the initial stage of stress.
In addition, preparing for 24-36-month-old children’s adaptation to

kindergarten also helps children's families and the schools adapt to the transition from
home to kindergarten because children’s first time going to school only causes
difficulties for children and their families, but it also affects the schools and their
teachers. Moreover, preparing children’s adaptation contributes to ensuring Children's
Rights.
1.3.3. The process of preparing for 24-36-month-old children’s adaptation to
kindergarten
1.3.3.1. Objectives
The aim of preparing for 24-36-month-old children’s adaptation to
kindergarten is to help them get acquainted with the kindergarten environment. In
particular, families and schools are responsible for supporting children in gradually
erasing the disparity between these two environments, reducing anxiety and
promoting their adaptation time more quickly.
1.3.3.2. Content
1: Psychological preparations help children get on with the new environment
2: Preparing for children for socializing
3: Preparing for children to be familiar with educational activities
4: Preparing for children to get used to activities at kindergartens.
1.3.3.3. Forms of preparation for 24-36-month-old children’s adaptation to
kindergarten
Families and kindergartens can make use of many different forms such as
activities in the family's daily routine, school visits, classes held before children
officially go to school, activities with objects or other forms of information and
media.

7


The process of preparing for 24-36-month-old children’s adaptation to
kindergarten includes 2 main stages:

Stage 1: Before children officially go to kindergarten.
The child still lives in the familiar home environment but begins to participate
in activities prepared by the family and the school. This stage emphasizes the role of
the family as well as the initial cooperation between the family and the child's
kindergarten and teacher.
Stage 2: When children go to kindergarten.
The first time children go to school (usually the first week)
The period when children begin to adapt to kindergarten: Children, families,
and teachers gradually figure out a balance in newly established social relationships.
Children steadily feel secure and respected and have their needs met in the new
environment. Then, they gradually realize their own position and role in the classroom
environment through being active in-class activities and relationships. Children also
accept small changes in that environment, feeling they belong in the kindergarten
environment. At this time, the school plays the primary role, and the families continue
to support and promote their children to immerse themselves in school life.
1.3.3.4. Methods and ways to prepare for 24-36-month-old children’s
adaptation to kindergarten
A way to prepare for 24-36-month-old children’s adaptation to kindergarten is
a concrete plan in organizing collaborative activities between kindergarten and family
to help children establish balance and integrate into kindergarten.
1.3.3.5. Assessment on preparing for 24-36-month-old children’s adaptation to
kindergarten
(1) The preparer assesses the preparation of the family (parents) and the
kindergarten (the teacher); (2) The prepared assesses the results of 24-36 month-old
children’s adaptation to kindergarten.
1.4. Factors affecting the preparation for 24-36-month-old children’s
adaptation to kindergarten
There are a number of factors that affect the preparation for children aged 2436 months for kindergarten, including Children's characteristics; Family’s
characteristics; Kindergarten characteristics; Community
Summary of Chapter 1

Adaptation is the process in which children accept the changes and adjust
themselves to establish balance and integrate into the new environment. After
adapting to kindergarten, children feel familiar and have a sense of belonging to the
new environment. This is manifested in children’s emotional stability, and initiative,
through the appropriateness and effectiveness in caring educational activities, the
acceptance of other changes in the new environment, and the activeness in making
new relationships with peers and teachers.
Preparing for 24-36 month-old children’s adaptation to kindergarten can be
considered as the process of pedagogical impact with purpose and direction in
8


organizing collaborative activities between kindergartens and families to help children
establish balance and integrate into the new environment. This process takes place in
two main stages (1) before children officially enter the kindergarten and (2) when
children go to school. The main components of a process of preparing for 24-36
month-old children to adapt to kindergarten consist of objectives, contents, forms,
methods, and assessments.
A way to prepare for 24-36 month-old children’s adaptation to kindergarten is
a concrete way of working together between family and kindergarten to help children
establish balance and integrate into the new environment.

9


CHAPTER 2: THE SITUATION OF PREPARATION FOR 24-36-MONTHOLD CHILDREN’S ADAPTATION TO KINDERGARTEN
2.1. A survey on the current situation of preparing for 24-36-month-old
children’s adaptation to kindergarten
2.1.1. Survey purpose
The thesis aims at investigating the situation of preparing for children aged 2436 months to adapt to kindergarten. Based on the results of the investigation, the

thesis establishes a practical basis for developing ways to prepare for children from 24
to 36 months old for kindergarten.
2.1.2. Survey content
- The situation of parent’s preparation for 24-36-month-old children’s
adaptation to kindergarten
- The situation of preparing for children aged 24 - 36 months to adapt to
kindergarten by kindergarten teachers and administrators
- The situation of 24-36-month-old children’s adaptation to kindergarten
- The factors affecting the adaptation to the kindergarten of children aged 2436 months.
2.1.3. Subject of the study and survey area
- Subject: The survey is conducted on:
+ on 4 managers and 70 kindergarten teachers who directly teach 24-36month-old children in kindergartens belonging to two groups of schools (public and
private) in the city centres and suburban areas.
+ 70 children aged 24-36 months, 38 of whom are boys and 32 are girls,
studying in kindergartens and their parents (70 parents).
- Location: Nam Dinh city
- Time: August - September 2020
2.1.4. Survey methods and tools
2.1.4.1. Survey methods: Observation, Conversation, Interview, and Data
processing
2.1.4.2. Survey tools
- For kindergarten teachers and parents: They are given an interview form
(KAP) each. The questions focus on testing their knowledge, attitudes and
implementation to prepare for children aged 24-36 months to adapt to kindergarten.
- For administrators: The interview form for administrators is used to clarify
the school’s views and support policies in preparing for children’s adaptation to
kindergarten.
- For children aged 24 - 36 months: The scale for assessing 24-36-month-old
children’s adaptation to kindergarten is built based on the 5 items in the rating scale
by A.S. Ronzhina and the other 5 items in the rating scale by Pechora K.L. To ensure

a full assessment on children's adaptive behaviors, the thesis comes up with 3 more
items, each of which is rated at 3 levels.
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In addition to the scale to assess children’s adaptive levels at kindergarten, the
thesis has built a scale to evaluate the adaptive behaviors when children are at home,
assessed by their parents. Based on Pechora K.L, Pantyukhina G.V, Golubeva L.G.'s
questionnaires for parents, the thesis establishes a scale to assess 24-36 month-old
children’s adaptation to kindergarten for parents with 18 items.
2.1.5. Survey progress
2.1.5.1. Survey preparation: Developing a tool for surveying the actual
situation; Contacting the kindergarten and children’s families; Training survey
collaborators
2.1.5.2. Conducting survey: Survey on kindergarten teachers and children’s
parents; Survey on the school’s administrators; Survey on the status of adaptation to
kindergarten and the factors affecting 24-36-month-old children’s adaptation to
kindergarten
2.1.5.3. Data processing
Collecting and processing data to analyze the survey results on the actual
situation of preparing for 24-36-month-old children’s adaptation to kindergarten.
2.2. Survey results on the situation of preparation
2.2.1. The situation of parents’ preparation for 24-36-month-old children’s
adaptation to kindergarten
Table 2.1. Summary of parents' knowledge, attitudes and implementation in
preparing for 24-36-month-old children’s adaptation to kindergarten
̅
Level (n=70)
SD
𝑿

High (%) Medium (%) Low (%)
0
2,9
97,1
7,5
3,5
Knowledge
80,0
20,0
0
13,2
1,6
Attitude
30,0
54,3
15,7
13,7
4,7
Practice
The table 2.1 shows the differences in parents’ knowledge, attitudes and
implementation in preparing for children aged 24-36 months for kindergarten. 97.1%
of parents do not have knowledge about preparing for children to adapt to
kindergarten (average score = 7.5 points), while the number of parents with good
attitudes and implementation accounts for respectively 80% and 30% (average score
is 13.2 points and 13.7 points accordingly). It can be seen that although parents are
not equipped with the knowledge to help children adapt to kindergarten, they are
always ready to seek information from different sources and learn from other parents'
experiences or their relatives. Parents have some activities to prepare for their
children for kindergarten even though they do not yet understand how what they are
doing is meant to help their children’s adaptation.

2.2.2. The situation of preparing for children aged 24 - 36 months to adapt to
kindergarten by kindergarten teachers and administrators

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Table 2.2. Summary of the knowledge, attitudes, and practice in preparing for 2436-month-old children to adapt to kindergarten by the kindergarten teachers and
administrators
̅
Level (n=70)
SD
𝑿
High
Medium
Low
(%)
(%)
(%)
0
12,9
87,1
13,6
4,9
Knowledge
77,1
22,9
0
13,0
2,1
Attitude

17,1
57,1
25,7
14,7
5,2
Practice
In the three survey contents for teachers, only the attitude factor has the high
level (with 77.1%). Only 22.9% of the kindergarten teachers have a medium level of
attitude.
87.1% of the teachers have a low level of knowledge; 12.9% of them achieve a
medium level, and no teacher has a good level of knowledge. This result shows that
most teachers are not equipped with knowledge about preparing for children to adapt
to kindergarten. In terms of practice, only 17.1% of the teachers achieve the good
level while 57.1% of the teachers are at a medium level and 25.7% of them get the
low one.
2.2.3. The situation of 24-36 month-old children’s adaptation to kindergarten
2.2.3.1. The situation of 24-36-month-old children’s adaptation to
kindergarten in the first four weeks of attending kindergarten
50

47

50

43
35

40
26

30

18
20
10

35

16

5

4

1

0

0
Tuần 1

Tuần 2
Cao

Tuần 3
Trung bình

Tuần 4

Thấp

Chart 2.1. Children’s level of adaptation to kindergarten in 4 weeks
It can be seen from the chart below that the Children’s level of adaptation in 4
weeks has changed. The number of children with a high degree of adaptation
gradually increases, and that with a low level of adaptation gradually decreases.
However, the number of children with a medium level of adaptation is still high.

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Table 2.17. 24-36-month-old children’s behaviors of adaptation to kindergarten in
four weeks
Children’s behaviors of
Week 1
Week 2
Week 3
Week 4
̅
̅
̅
̅
adaptation
SD
SD
SD
SD
𝑿
𝑿
𝑿
𝑿

1. Children show stable
0,6
0,6
0,6
0,4
1,9
2,2
2,5
2,8
emotions
Children participate in
0,5
0,5
0,4
0,3
2,2
2,4
2,6
2,7
activities with objects
2. Proactivity
1,9
0,7
2,2
0,6
2,5
0,6
2,6
0,5
3. Concentration

2,2
0,6
2,3
0,6
2,6
0,5
2,6
0,5
4. Interest in objects/
2,2
0,7
2,5
0,5
2,7
0,5
2,8
0,4
things
5. Complete the activities’
2,5
0,7
2,5
0,6
2,7
0,5
2,7
0,5
works
Children
establish

0,5
0,4
0,5
0,5
2,2
2,4
2,5
relationships with adults 1,9
and peers
6. To adults
1,9
0,5
2,2
0,4
2,3
0,5
2,4
0,5
7. To peers
2,0
0,7
2,3
0,6
2,4
0,6
2,6
0,5
Children are ready to
0,4
0,4

0,4
0,3
accept
changes
in 1,7
1,9
2,1
2,2
familiar situations
8. Change in teachers
1,8
0,7
2,2
0,6
2,5
0,6
2,7
0,5
9. New behaviours
1,2
0,6
1,2
0,6
1,2
0,5
1,2
0,5
10. New toys
2,0
0,7

2,3
0,6
2,5
0,6
2,6
0,5
Children
actively
participate in activities
0,5
0,5
0,4
0,4
of daily routines (eating, 2,0
2,2
2,4
2,5
sleeping,
keeping
hygiene)
11. Eating
2,0
0,6
2,2
0,6
2,4
0,5
2,5
0,5
12. Sleeping

2,1
0,6
2,2
0,5
2,4
0,6
2,6
0,5
13. Keeping hygiene
2,0
0,6
2,2
0,6
2,4
0,6
2,4
0,7
Criterion 1: Children’s emotional state was positive and gradually stabilized
after 4 weeks with the average score increasing from 1.9 points to 2.8 points. In the
first 3 weeks, children's emotions were more optimistic but still at a medium level.
Only when it came to the 4th week, their emotions increase to a high level.
Criterion 2: The average score gradually went up in 4 weeks from 2.2 points
to 2.7 points. The first 2 week’s average score was at a medium level while that of the
last 2 weeks increased at the high level. Children's functioning was also affected when
they first enter the school. Some children did not participate in any activities while
others are overactive.
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Criterion 3: The average score increased steadily in 4 weeks from 1.9 points

to 2.5 points, but in general it was still at a medium level. This means that the
children’s ability to establish relationships with adults and peers has not improved
much after 4 weeks. The number of children with passive behaviors or refusal to
establish relationships get along with adults and their friends was always higher than
that of other criteria in weeks 1, 3, and 4. The number of children only participating in
relationship-establishing activities with support from other people always accounted
for the highest percentage in all 4 weeks.
Criterion 4: The average score increased stably in 4 weeks from 1.7 points to
2.2 points, but in general it was still at a medium level. Children accepted the change
in teachers and new toys after 4 weeks, but there are many children showing new
behaviors such as thumb sucking or rocking. These behaviors show that the children
still feel stressed and need to be reassured.
Criterion 5: The average score increased slowly in 4 weeks from 2.0 points to
2.5 points, but in general it was still at a medium level. The stress during the early
time of kindergarten also affects children’s eating, sleeping, and hygiene habits.
Criterion 5, along with Criterion 3, has a regular increase to a high level and a lower
decrease in the average score compared to other criteria.
2.2.3.2. Level of adaptation to the kindergarten of children aged 24-36 months
based on age, gender, birth order, type of kindergarten, level of practice of teachers
and parent
Children aged from 24 to 30 months old have a tendency of having a higher
level of adaptation than children aged from 30 to 36 months. The latter group also has
a higher rate of high level of adaptation in comparison with the first group, and boys
tend to adapt more quickly than girls. The adaptation level of children in public
schools tends to be lower than those in private schools. However, when it comes to ttesting, this difference is not statistically proven with p > 0.05.
The survey results show that children's adaptation to kindergarten is influenced
by many factors, including children’s own characteristics, parents’ and teachers’
preparation as well as the cooperation between parents and teachers. If parents and
teachers do not have good coordination, the children will not be able to adapt to
kindergarten successfully even though well prepared by parents and teachers.

2.3. Assessments on the situation of preparing for 24-36-month-old children’s
adaptation to kindergarten
2.3.1. Advantages
Parents and teachers have a positive attitude and plan some activities to prepare
children for the transition from home to kindergarten.
Most of the 24-36-month-old children participating in the survey have a
medium level of adaptation to kindergarten. There is a change in their adaptation
during the first 4 weeks of attending kindergarten.

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2.3.2. Limitations
According to the survey results, despite having a positive attitude in preparing
for children to adapt to kindergarten, the parents have little knowledge about it.
There’s still a high rate of low-level preparation activities planned by parents.
In addition, it can be seen that teachers are not well equipped with knowledge
about preparing for children for kindergarten. There are a few practical activities to
help children quickly get used to the new environment, most of which are at medium
and low levels.
The adaptation to the kindergarten of children aged 24-36 months has been
improved after the first 4 weeks despite the high rate at the medium level.
2.3.3. Causes of the situation
The schools and families do not have enough knowledge and skills to prepare
children for kindergarten.
Some children adapt quickly because they are already familiar with somebody
or something in kindergarten.
Analysis on the number of children in the classes shows that due to the
epidemic, many families did not send their children to school; therefore, there were
not as many children as the other years. As a result, the teachers could spend more

time with the children, helping them to adapt better than in previous years.
Summary of Chapter 2
1. Despite having a positive attitude in preparing for children to adapt to
kindergarten, the targeted parents and teachers still have insufficient of knowledge
and practices.
2. 24-36 month-old children’s adaptability to is still relatively low, mostly at a
medium level. The ability to build relationships with teachers and friends and
participate in daily activities such as eating, sleeping, and cleaning are two of the most
difficultly established behaviors in children when adapting to kindergarten.
3. There is no statistical difference among gender, age, school type and birth
order although their average scores differ from each other. This shows the diversity of
24-36-month-old children's adaptability to kindergarten.

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CHAPTER 3: WAYS TO PREPARE FOR 24-36-MONTH-OLD CHILDREN’S
ADAPTATION TO KINDERGARTEN
3.1. Principles of proposing ways to prepare for 24-36-month-old
children’s adaptation to kindergarten
In making a plan to prepare for 24-36-month-old children’s adaptation to
kindergarten, the following principles should be guaranteed.
3.1.1. Personalization
3.1.2. Comprehensiveness
3.1.3. Systemization and continuity
3.1.4. Coordination between kindergarten, family and community
3.2. Ways to prepare for 24-36-month-old children’s adaptation to kindergarten
Measure 1: Agree on a plan to prepare for the children between
kindergarten, family and community
The kindergarten's preparation plan should include specific objectives, content,

activities as well as the time and participants of these activities. Some of the key
activities in the school's plan are providing the class list for teachers as soon as
possible, contacting the families before children go to school or visiting the school,
etc. The families should join in the discussions about the rules of the kindergarten.
Measure 2: Coordinate to organize for children to get acquainted with
kindergarten
Parents should take a visit to the school with their children regardless of the
school type they are going to study in. The visit is like a kid's outing to an interesting
place with lots of fun and attractions so that children can gradually get acquainted
with the new environment without any fear or hesitation.
Parents can tell children some stories, songs or poems about going to school,
teachers, friends, and activities at school (Appendix 13) so that children can get
acquainted with them. Thereby, parents and children should have a talk about the
children's preparation to go to kindergarten. In addition, parents should train their
children in some self-help skills to do daily activities at home and have some suitable
adjustments based on the daily routine children will have at school so that they will be
less surprised at the new surroundings. Besides, parents should let children get used to
their absence right in the family space as well as the appearance of many other people
(not the family members) so that the children can be braver and more confident.
Teachers decorate the playground in their classrooms with tools and toys of
various materials, colors, and sizes to stimulate children's curiosity. Some of the
children's household items can be used in a corner to create a connection with the
home environment, creating a sense of belonging for the children.
Measure 3: Working together to create a safe psychological environment for
children both at kindergarten and at home
Parents should take the children to kindergarten and pick them up home
directly and on time and inform the children about the time to pick up as well as

16

regularly talk to children and pat them to make up for the time parents are not around
during the whole day in class.
Teachers can help children reduce negative feelings by planning and
organizing activities for them. Teachers should identify these feelings and think of
when and how to approach to each child in an appropriate time. Additionally, to help
the parents adapt to the separation, teachers can have a talk, conduct a survey or
provide them with necessary information about their children.
It’s necessary for parents and teachers to share with each other about the
children's performance in class and at home and the emotions or difficulties that the
children are facing.
Measure 4: Cooperate in organizing activities suitable for children
Teachers can organize activities suitable for children’s needs, interests and
abilities. When children are engrossed in the activities, they will be even more eager
to go to school to discover new things.
Based on the classroom activities for children provided by teachers, parents
can choose the ones that their children love such as reading poems, stories, singing,
drawing or puzzles, and do them together with children at home.
Measure 5: Provide opportunities for children to engage in relationships
with adults and peers:
It’s of important for teachers and parents to respect each child's pace of
adaptation and help them get to know other adults and peers at their own pace. Based
on their understanding about the children, the adults can gradually help them deepen
themselves into relationships actively instead of requiring emotional support or
passively receiving the interaction from others.
The proposed measures are based on the two factors that help children stay
balanced in the transition from home to kindergarten, namely the familiarity of the
environment and relationships. These measures have a reciprocal and consistent
relationship to the stages of children's adaptation to kindergarten (from the
preparation to kindergarten, when children first go to school to when children begin to

adapt). Of the 5 proposed measures, the first one is considered the dominant and
affects the others.
Summary of Chapter 3
Proposing measures to prepare for 24-36-month-old children’s adaptation to
kindergarten should ensure a number of principles such as child-centeredness,
comprehensiveness, systematicity and continuity, and close coordination between
schools and families. Families and the kindergarten need to prepare for children’s
adaptation before they officially go to school and until they begin to adapt. The
measures include (1) Agree on a plan to prepare for the children between kindergarten
and family, (2) Coordinate to organize for children get acquainted with kindergarten,
(3) Working together to create a safe psychological environment for children both at
kindergarten and at home, (4) Cooperate in organizing activities suitable for children,
(5) Provide opportunities for children to engege in relationships with adults and peers.
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CHAPTER 4: EXPERIMENTATION ON PREPARING FOR 24-36-MONTHOLD CHILDREN’S ADAPTATION TO KINDERGARTEN
4.1. Experimentation on measures to prepare for 24-36-month-old children’s
adaptation to kindergarten
4.1.1. Purpose: To determine the effectiveness and feasibility of the proposed
measures.
4.1.2. Content
An experiment is conducted on some proposed measures to prepare for 24-36month-old children’s adaptation to kindergarten
4.1.3. Time: September - October 2021
4.1.4. Samples
03 Cases:
 2 boys - 1 girl
 2 public school children
 1 private school child
 1 child with low adaptability

 2 children with moderate adaptability.
Requirements: children going to kindergarten for the first time, not having
attended any childcare center before.
4.2. Analysing the experimental results of case study 1
The children in case study 1 had a gradual change in adaptive behaviors in the
first two weeks in kindergarten, but the speed of changes was not equal in all criteria.
They have a lot of changes in their ability to establish relationships with adults and
friends while the ability to work with things has not improved well to the high level.
However, when returning home, they are more active with familiar objects. The daily
habits are better developed, though still at a moderate level, compared to before the
experiment. However, the positive adjustments in the children's relationships and their
eating, sleeping and hygiene habits show the initial effectiveness of the experimental
process on children.
4.3. Analysing the experimental results of case study 2
It can be seen that the targeted children in case study 2 have improved their
adaptation to kindergarten after two weeks, but the speed of adaptation was slower
than that of the children in case 1. The children's adaptive behaviors only reveal in the
second week.
One advantage is that the children’s ability to work with objects is good,
reflected in the ability to focus and enjoy the toys in the classroom. Children's
working skills are nice so they can complete their products in the given activities.
However, it is essential to encourage them to establish better relationships with their
peers and the teachers at school.
4.4. Analysing the experimental results of case study 3
The children in case study 3 have an increase in adaptability after two weeks
(similar to those in case study 1), but some obvious changes are only visible in the
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second week (similar to those in case study 2). Overall, the level of adaptation goes

up from low to moderate level.
It is worth noting that these children can establish better relationships with
teachers to include their friends. This may be due to their age (25 months old) with a
more limited language ability, so the children still tend to work on everything alone.
They still need more support and encouragement from teachers when it comes to a
change in familiar situations. The children begin to have a greater variety of actions
with things around and more concentration when playing with new toys although they
are still more excited with familiar toys.
4.5. Some general comments about the three targeted children
Trẻ 1

Trẻ 2

3
2

2.2
1.8
1.5

2.2
1.9

Trước TN

TN tuần 1

Trẻ 3
2.7
2.5

1
0
TN tuần 2

Chart 4.4. The three targeted children’s level of adaptation to kindergarten
Chart 4.4 shows the increase in the average score of the three targeted children
after two weeks in kindergarten; however, their adaptation speed is not the same. The
children in case studies 1 and 3 have an increasing change from 0,4 to 0,6 points after
each week while the child in case 2 noticeably changes in week 2 to 0,5 points. In
terms of adaptation level, the children in cases 1 and 2 move from moderate to a high
level while that of the child in case 3 only changes from low to moderate level.
Summary of Chapter 4
Before the experiment, the three children’s adaptability was predicted
according to the evaluation criteria. The result showed that two children were
predicted to have a moderate level of adaptation, and the other was at a low level.
After the experiment, two of them had a change of adaptability from medium
to a high level, and that of the other child moved from low to medium level.
Moreover, some behaviors are improved compared to before the children went to
kindergarten. By observing children's behaviours day by day in the first two weeks at
school, all the children are considered to have positive changes. This means that the
proposed measures are effective on these three children.

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CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
1.1. Going to kindergarten for the first time is a significant turning point for
children because they have to face up to several changes. Adaptation is the process in

which people accept the changes and adjust themselves to establish balance and
integrate into kindergarten. When children have adapted to kindergarten, they will
express positive emotions, actively participate and perform effectively with objects,
establish relationships with adults and peers, accept changes in familiar situations and
respond to daily activities appropriately.
1.2. Preparing for 24-36-month-old children’s adaptation to kindergarten can
be considered as the process of pedagogical impact with purpose and direction in
organizing collaborative activities between kindergarten and family to help children
establish balance and integrate into the new environment. This process requires close
collaboration between families and schools to define the goals, select the content, use
the right measures and formats and evaluate the effectiveness.
1.3. The survey results show that parents and teachers have a positive attitude
towards the preparation for 24-36-month-old children’s adaptation to kindergarten,
but their level of knowledge and practice is still relatively low. The children’s level of
adaptation to kindergarten has gradually increased after 4 weeks, but many of them
still reach the moderate level.
1.4. Based on the theories and practice, the thesis has proposed five specific
measures, including families’ and kindergarten schools’ preparation both before and
when children go to school.
1.5. The measures to prepare children to adapt to kindergarten are tested on
three specific cases with a detailed analysis of children's performance before and
when they come to school and initially have effects on specific cases. However, there
is a need for further studies on the issue of preparing children to adapt to kindergarten
on a larger number of children in different regions and on children under 24 months
of age going to kindergarten for the first transition.
2. Recommendations
To make sure the effectiveness of preparation for 24-36-month-old children’s
adaptation to kindergarten, it is necessary to pay attention to the following issues:
2.1. For departments of education and training
- Supplement the content of training and professional development for

administrators and kindergarten teachers on preparing for children to adapt to
kindergarten.
- Have consistent directions to kindergartens so that they will pay more
attention to supporting children and their families and the kindergarten teachers to
facilitate the transition from home to kindergarten as well as improve the
effectiveness of child care and early education in the local kindergartens.

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2.2. For kindergarten teachers’ training institutions
- Attention and awareness to the contents of instructions on care and education
of children in general and prepare children to adapt to kindergarten in particular.
- Participate in writing guidance documents for kindergarten teachers and
parents on preparing children to adapt to kindergarten.
2.3. For the kindergartens
- Focus on planning and conducting early preparation activities for children
aged 24-36 months in particular and other children, in general, to adapt to
kindergarten.
- Scrutinize the teachers of their school by creating good working conditions so
that they can be proactive and flexible in carrying out activities to support children
and their families in adapting to kindergarten.
- Improve their children's observation skills to identify children's
characteristics, needs, emotions and abilities so that they can provide appropriate
support for each child.
- Respect and accept the different adaptation levels and family circumstances
of each child to have close coordination with the child's family, creating good
conditions for the child to gradually get used to the kindergarten.
- Be ready in activities to prepare 24-36-month-old children to adapt to
kindergarten, demonstrated by actively learning about children and their families and

actively carrying out pre-school preparation activities for children until they have
adapted to the school environment.
2.4. For parents
- Actively seek out information about the kindergarten to have early and
appropriate preparations for children to get used to the new school.
- Respect and have trust in the teachers and actively cooperate closely with the
school and the teachers in exchanging information and discussing appropriate ways to
deal with the children and their circumstances.
- Psychologically preparing for children to go to school so that they can feel
confident and secure with the changes from the familiar home environment to the new
kindergarten one.

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LIST OF THE THESIS-RELATED PUBLISHED WORKS BY THE AUTHOR
1. Tran Thi Kim Lien (2019), Reality of preschool teachers’ awareness about
preparing children for kindergarten, HNUE Journal of Science, Vol.64, pg. 32-41.
2. Tran Thi Kim Lien (2020), Awareness of the transition from home to
kindergarten: A Quantitative research on early childhood education students,
International
Conference
Proceedings
“Psychology-Pedagogy
for
Students'Develoment and Happy Schools”, University of Education Publishing
House, pg. 63 - 71.
3. Tran Thi Kim Lien (2020), Reality of cooperation between parents and
preschool teachers in the transition from home to kindergarten, HNUE Journal of
Science, Vol.65, pg.193-201.

4. Tran Thi Kim Lien (2020), Awareness of early childhood education managers
about the transition from home to kindergarten, HNUE Journal of Science, Vol.65
(12), pg.138-147.
5. Tran Thi Kim Lien (2020), Teachers’supporting skills to ease the transition
from home to kindergarten: A Quantitative research on early childhood education
students, International Conference on Teacher Education Renovation – ICTER:
“Teacher Competencies for Education 4.0, Thai Nguyen University Publishing House,
pg. 175 - 190.
6. Tran Thi Kim Lien (2021), Application of attachment theory to preparation
for children in transition from home to kindergarten, HNUE Journal of Science,
Vol.66, pg.148-157.

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