China’s education has rapidly developed since 1949. Although much has been written about reforms in China’s preschool and primary education policies, less attention has been given to the transition-to-primary school policies.
This study examines the evolution of these policies from 1949 onward, analysing 61 policy documents from the PKULaw.
Four phases are identified: minimal political attention (1949–1982), steady policy releases (1983–2004), stagnation (2005–2010) and frequent updates (since 2011). Policy changes align with educational development, reflecting a shift from academic readiness to overall development. Increased government involvement has led to more diverse themes and more cooperation among stakeholders. The role of the preschool class has evolved from basic support for children without kindergarten access to an institution for early academic learning, prompting policies to restrict it.
These findings provide valuable insights for optimizing China’s educational policies and offer lessons for other nations facing similar challenges in transitioning children from preschool to primary school.
