A Study On Starting Strong ?:Transition From Early Childhood And Care To Primary Education

The OECD Committee has been conducting research on early childhood education and care worldwide,resulting in four reports that focus on improving the quality of early childhood education and care.In recent years,with the deepening of research,the OECD committee has found that if high-quality early education is not continued in primary school,the benefits of early education for children will gradually disappear in primary school.Under this contest,The fifth report of the OECD has been published,named "Starting Strong V".The report surveyed the situation of “transition to school” in more than 30 OECD countries and partner countries.It systematically summarized and analyzed the policies,documents,and practices that countries have put in place for the “transition to school”,cited good cases,and summed up the challenges encountered in the “transition to school”,and shared the experiences.The first part is the introduction,In this section,the author explains the intention for this paper,defines related terms and briefly reviews current researches.The purpose of this paper and research methods are also discussed in this section.The second part combs the history of " Starting Strong I-IV",which briefly introduces and evaluates the contents of the four reports.The third part introduces the background and overview of the "Starting Strong V",and believes that the release of the report is due to the improvement of the quality of early care and education and the increasing attention of OECD countries to the issue of “transition to school”.The focus of the report also falls on the issue of the “transition to school”.Finally,the research subjects of the report are briefly described.The fourth part takes continuity as the core concept,introduces the main contents of the report from three aspects: the continuity of young children's development,the continuity of teaching,and the continuity of teachers' professional development.After each section,it summarizes the experience of OECD countries in this area.The fifth part introduces the policy pointers of the report and the organization and management of the“transition to school”.This section summarizes the policies,strategies and measures of various countries,and puts forward six main policy pointers: making schools ready for children;understanding the“transition to school”correctly;meeting the needs of teachers;mainstream transition into existing equity measures;encourage local leadership,backed by a clear policy framework and support transition research.Then,the present situation of the organization and management of the “transition to school”and the difficulties and countermeasures are combed,and the corresponding experience is obtained.The sixth part features the features and shortcomings of the report,and first presents the characteristics of the report: based on detailed,sufficient data;wide range of research subjects;based on the previous four Starting Strong reports;focus on continuity of the“transition to school”.Secondly,point out the shortcomings of the study in this report.In the seventh part,by drawing on the experience of the OECD countries in exploring the transition for reference,puts forward some helpful inspiration for the construction of the transition system of our country.