Manifestations and Alleviation Strategies of Persistent Kindergarten Entry Anxiety in Young Children

幼儿持续性入园焦虑表现为幼儿在踏入幼儿园超过一个月后，仍深陷焦虑情绪的困扰，无法顺利适应园内生活的特殊状况。通过观察具有持续性焦虑的小班幼儿的具体表现，访谈评估教师现有应对策略对缓解幼儿情绪的实际效果，发现幼儿自身特质、家庭环境、幼儿园环境及教师素质四大影响因素。其中，幼儿个体性格差异、家庭教养方式、幼儿园物质与心理环境构建、教师专业素养高低等，均显著作用于入园焦虑程度。为此，研究针对性提出三方协同策略：教师需强化入园前家园沟通，创设适宜环境，深化师幼互动；家长应助力幼儿构建同伴关系，促进其社交能力发展；幼儿园则需优化环境创设细节，增强幼儿归属感，助力幼儿平稳度过入园适应期，实现从家庭到社会的心理过渡。Persistent kindergarten entry anxiety in young children manifests as a special condition where, even after more than a month of attending kindergarten, the child remains deeply troubled by anxious emotions and fails to adapt smoothly to kindergarten life. By observing the specific behaviors of young children in lower grades who exhibit persistent anxiety and evaluating the actual effectiveness of teachers’ existing coping strategies in alleviating these emotions through interviews, four major influencing factors were identified: the child’s own characteristics, family environment, kindergarten environment, and teacher quality. Among these, individual personality differences in children, parenting styles, the construction of kindergarten physical and psychological environments, and the level of teachers’ professional competence all significantly impact the degree of entry anxiety. To address this, the study proposes a tripartite collaborative strategy: teachers should strengthen home-kindergarten communication before entry, create suitable environments, and deepen teacher-child interactions; parents should help children build peer relationships and promote their social skills development; kindergartens need to optimize environmental details to enhance children’s sense of belonging, assisting them in smoothly transitioning through the adaptation period and achieving a psychological shift from home to society.