In recent years, with the rapid development of Chinese economy and the increase of investment in education, more attention has been paid to preschool education, especially the educational program of transitions from preschool education to elementary education, which is closely connected with Chinese compulsory education. Although since the founding of the People's Republic of China, the relevant policy texts of China have continuously regulated the subjects, objects, objectives, measures and guarantees of the implementation of the cohesion of young children, there are still some problems that need to be improved. Based on the comparison of the practical experience of transitional kindergarten (TK), a free and high-quality early childhood education convergence project in California, as well as the analysis of literature of transitions from preschool education to elementary education and the investigation of the actual situation in China, this paper found the differences between them and discussed the strategies, namely: 1) the development of child-orientation; 2) the effectiveness of multi-stakeholder cooperation; 3) the autonomy of curriculum design; 4) the quality of teacher selection and training; and 5) the strictness of monitoring and management.

Linjiao Zou. The Current Situation, Challenges and Strategies of Transitions from Preschool Education to Elementary Education in China—A Comparison with the Transitional Kindergarten in California. Frontiers in Educational Research (2023) Vol. 6, Issue 15: 27-33. https://doi.org/10.25236/FER.2023.061505.

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