A Survey of Preschool Children’s Approaches to Learning (ATL) from the Perspective of the Kindergarten–Primary School Transition: Evidence from 515 Children in Nanning, China
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To address the transition from kindergarten to primary school and to systematically understand the current development of approaches to learning among preschool children, this study surveyed 515 children from three public kindergartens in Nanning City. Survey data were collected using the Children’s Approaches to Learning Observation and Assessment Scale. Descriptive statistics, difference analysis, and correlation analysis were conducted on eight dimensions: initiative, goal awareness, persistence, reflection, imagination and creativity, concentration, curiosity, and independence. The results showed that: (1) the average scores of the eight dimensions were 2.51 to 3.09, and the simple average of the eight dimensions was about 2.83; (2) there were significant differences in the scores of children of different grades on the eight dimensions (all P < 0.001); (3) the gender difference was mainly reflected in the fact that girls scored significantly higher than boys on seven dimensions, while the difference in independence was not significant, and the effect size of each dimension was small (|d| = 0.12 to 0.38); (4) there were significant positive correlations among the eight dimensions of approaches to learning, with correlation coefficients of 0.418 to 0.703. The survey shows that the overall level of young children’s approaches to learning is moderate. They are relatively independent and curious, but reflection, imagination and creativity, and concentration are still aspects that deserve special attention. Kindergartens can implement tiered support based on the observed grade-level differences, while taking into account the small gender differences and the coordinated development of various dimensions, to promote the balanced development of approaches to learning.
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