First, correctly understand the main differences between kindergartens and primary schools. First, the change of living environment. Kindergarten activity rooms are generally beautifully decorated, lively and full of childlike interest, which not only has a rich material environment, but also includes a harmonious psychological environment. However, there are only tables and chairs in the primary school classroom, so the fixed seats are not attractive to children, and there are fewer opportunities for junior students to enjoy sports equipment on the playground, which will inevitably make children feel bored. Second, the change of life content. Primary school study is a social obligation and the main activity of primary school students. Regardless of whether children are interested in the courses they have studied, they should learn the prescribed courses well according to the unified national syllabus. Third, the change of teacher-student relationship. Kindergarten teachers take care of children like parents and participate in various activities of children's lives, forming a harmonious and intimate atmosphere between teachers and students. The primary school teachers mainly focus on teaching, and there are fewer opportunities to care about students' lives. Teachers and students have less personal contact time, and new children may feel depressed and unfamiliar. Fourth, the change of teaching methods. Kindergarten teaching is intuitive, interesting and diverse, that is, learning while playing. Primary schools emphasize systematic cultural knowledge education and training of basic skills such as reading, writing and arithmetic, and need to work hard to complete learning tasks. The above aspects show that only when kindergarten teachers are fully aware of the impact these changes will bring to their children can they scientifically prepare their children for school from the aspects of physiology, psychology and behavior habits. Second, do a good job in preparing children for admission to large classes from all aspects. (1) Improve children's social adaptability. First, cultivate children's awareness of rules and form good life and study habits. Through daily life activities, children can be trained to understand the rules of each activity, help them master the ability to implement the rules, and encourage them to discover the rules and the consequences of not having rules (destroying books, etc.). Second, cultivate children's sense of responsibility. Teachers should let children know the meaning of tasks, realize that teachers or adults trust you, and then assign tasks to you, cultivate children's awareness of accepting tasks, and help children learn and master the skills to complete tasks in practice. Third, cultivate independence and self-care ability. Give children the opportunity to exercise and let them do what teachers can do independently. At the same time, we should pay special attention to cultivating children's concept of time and labor. Parents are required to cooperate with the target requirements of kindergartens and train their children to do housework within their power, such as sweeping the floor and picking vegetables. Fourth, to cultivate children's ability to communicate boldly with others, we should start from small things. For example, ask children to learn to be modest and polite, not to talk loudly, not to grab toys with friends and so on. These things seem trivial, but they are conducive to creating an atmosphere of friendly cooperation and enhancing children's communication skills. Parents should also let their children interact with children of different ages, take their children out of the house and make friends extensively, so that their children can become people who are willing to communicate and good at communication. Fifth, improve children's ability to solve problems. Kindergarten is a good place to cultivate children's ability to solve problems independently. We should take the initiative to start with the details of children's learning life-such as how to deal with problems. How to pack toys and school supplies? How to divide the dishes and chopsticks and how to take out the garbage? At the same time, letting children learn to express their opinions accurately can properly solve the contradictions between peers. In activities, especially free activities, try to let children solve problems by themselves. Sixth, carry out safety awareness education and enhance self-protection ability. When children leave kindergarten and enter primary school, they face a complex social environment and encounter many unsafe factors. Teachers should teach children to protect themselves, such as telling children not to talk to strangers casually, how to ask for help when encountering difficulties, and so on. In addition, they should be educated to understand and abide by traffic rules and pay attention to their own safety. Seventh, strengthen children's adaptability to the environment. In order to eliminate children's strangeness to the environment after entering school, kindergarten teachers can make corresponding adjustments to teaching. We can appropriately reduce children's time for activities and games, and also let children communicate with primary school students and observe their homework, thus stimulating children's strong desire to fall in love with primary school. In this way, children will gradually transition from thinking, habits and cognitive ability, and it is easier for them to adapt to the school environment after entering school. (2) Developing Learning Adaptability After children enter school, learning becomes their main activity, with reading, writing and arithmetic as the leading factors. However, kindergarten teachers must not enter the misunderstanding of letting children accept specific textbook knowledge prematurely, but should pay attention to the intelligent development behind children's cognition, reading and calculation, such as understanding spatial relations, observing and comparing, and operating abstract symbols. In addition, special attention should be paid to cultivating children's interest, enthusiasm, concentration and persistence in learning. For example, let children finish painting, paper cutting, writing and other activities within a limited time, mainly to let children concentrate on doing one thing well and persist for a period of time, so that children can adapt to the time requirements of future classes. For another example, tell children more stories, fairy tales, poems and other literary works, develop the habit of sitting quietly and listening to lectures, and lay a solid foundation for formal and systematic learning after entering school. Other learning adaptations can not be ignored, such as teaching children some knowledge related to life experience and improving their oral expression ability.