The Direction of Early Childhood-Elementary Education Linkage: Exploring Through Learners' Play

Objectives This study aims to explore the direction of early childhood-elementary school (ECE) linkage education through a case study, focusing on the actual play activities of young children and elementary school students, in contrast to the traditional ECE linkage education, which has primarily been based on fragmented activities or prior learning. Methods To achieve this, the study analyzed the activities of 5-year-old children who regularly visited an elementary school in the fall of 2019 before the COVID-19 pandemic disrupted daily life. These children engaged in play with 6th-grade students. The study involved observations of the participating children and elementary students, as well as interviews with the early childhood teachers, elementary teachers, and parents. Results ECE linkage education requires a shift in perspective, recognizing that not only young children but also elementary students should be active participants. Furthermore, collaborative educational practices must be fostered by establishing a community-like relationship among teachers. Parents should also be involved as key participants, sharing in the execution process. Lastly, ECE linkage education should be designed based on an understanding of the local context and should consider how to structure its implementation Conclusions This study holds significance as both an applied field study and a foundational study that presents the practical composition and methods for ECE linkage education at a time when full integration between early childhood and elementary education is imminent. It highlights the direction of ECE linkage education through free play, rather than merely focusing on adaptation or learning, offering valuable insights into its implementation.