Early Childhood Transition From the Perspective of Multi-Stakeholder Collaboration: Current Status and Recommendations

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Early Childhood Best Practices (Table 3)

Abstract

The collaboration of multiple stakeholders in education is a crucial pathway toward achieving high-quality early childhood to primary school transition. This research focuses on the collaborative practices of multiple stakeholders in the early childhood education transition, drawing on Parsons’ social action theory to construct an analytical framework. A mix-method research was conducted with 17,805 parents, teachers, and education administrators in D City from Mainland China. Results indicate that insufficient implementation of policies and institutional guarantees, divergent educational perspectives, and differing expectations for children’s development among stakeholders affect the overall level and quality of early childhood transition in D City. Additionally, uneven regional resource distribution has emerged in D City, which hinders the promotion of educational equity.

Authors

• YaoYao Ji, Chinese University of Hong Kong

• Ronnel B. King, Chinese University of Hong Kong