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长假返园后小班幼儿二次分离焦虑成因与分层干预路径研究

Research on the Causes and Intervention Paths of Young Children’s Secondary Separation Anxiety in Small Classes After Returning to Kindergarten from Long Holidays

文林艳, 邓三英

Education Study / 2026,8(6): 714-720 / 2026-07-01 16 7

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• Information:

  怀化学院教育科学学院，怀化

• Keywords:
  Young children in small classes; Returning to kindergarten after long holidays; Secondary separation anxiety; Home-kindergarten co-education; Hierarchical intervention
  小班幼儿; 长假返园; 二次分离焦虑; 家园共育; 分层干预
• Abstract: After young children in small classes complete their initial kindergarten adaptation, they are prone to emotional stress reactions such as tension, resistance and crying when returning to kindergarten after winter and summer vacations or long holidays, which is defined as secondary separation anxiety. Existing studies mostly focus on primary separation anxiety of newly enrolled children, while special researches on secondary separation anxiety caused by returning to kindergarten after long holidays are insufficient, with fragmented intervention strategies and a lack of long-term home-kindergarten coordination mechanisms. Taking multiple public and inclusive private kindergartens in a prefecture-level city in central and western China as research objects，this paper defines the connotation of secondary separation anxiety after returning to kindergarten following long holidays, sorts out four core causes including individual children factors, family holiday parenting, insufficient kindergarten connection work and disconnection of home-kindergarten collaboration. It classifies children’s anxiety manifestations into three types: agitated type, withdrawn type and dependent type. A three-in-one hierarchical intervention system of “pre-holiday preparation, gradient adaptation after returning, and long-term daily consolidation” is constructed, integrating multiple methods including game counseling, micro-lesson preheating, personalized psychological counseling and phased home-kindergarten coeducation. A practicable and replicable guidance plan for children returning to kindergarten after holidays is formed to fill the research gaps of secondary separation anxiety and provide practical references for kindergartens and parents to deal with children’s emotional problems after holidays. All descriptions of children’s emotions and behaviors in this study are derived from daily observations of teachers and parents, without clinical medical diagnosis. 小班幼儿初次入园适应后，在寒暑假、小长假结束返园阶段，极易再度产生紧张、抗拒、哭闹等情绪应激反应，即二次分离焦虑。现有研究多聚焦于新生初次入园焦虑［1］，针对长假返园引发的二次焦虑专项研究不足，存在干预策略碎片化、缺乏家园协同长效机制的问题。本文以中西部地区某地级市多所公办、普惠民办小班幼儿为调研对象，依托现有文献成果［11］，界定长假返园二次分离焦虑内涵，梳理幼儿个体、家庭假期教养、园所衔接缺位、家园协同断层四大核心成因，划分激越型、退缩型、依赖型三类幼儿焦虑表现，构建“假期前置铺垫—返园梯度适应—日常长效巩固”三位一体分层干预体系，融合游戏疏导、微课预热、个性化心理辅导、分阶段家园共育多元手段［3］，形成可落地、可复制的长假返园疏导方案，弥补当前二次焦虑研究短板，为幼儿园与家长处理节后返园情绪问题提供实践参考。本研究所有幼儿情绪、行为描述均来自教师与家长日常观察记录，不涉及临床医学诊断。
• DOI: 10.35534/es.0806126 (registering DOI)
• Cite: 文林艳，邓三英．长假返园后小班幼儿二次分离焦虑成因与分层干预路径研究［J］．教育研讨，2026，8（6）：714-720．