Family and children’s transition to kindergarten: families’ experiences, perceptions and home-based practices in China

Zhou, T. (2026) Family and children’s transition to kindergarten: families’ experiences, perceptions and home-based practices in China. PhD thesis, University of Reading. doi: 10.48683/1926.00129914

Abstract/Summary

Starting kindergarten marks a significant shift as children move from home to their first formal educational setting. Although this transition has been widely studied internationally, less is known about how it is experienced within Chinese family contexts, particularly from the perspectives of families themselves. This study aims to explore Chinese families’ experiences, views, and home-based practices during this period. It also seeks to identify both the challenges and positive experiences they encountered, and to examine how daily home experiences and family characteristics relate to children’s adaptation to kindergarten. Guided by Bronfenbrenner’s ecological systems theory, Dewey’s theory of experience, and Vygotsky’s sociocultural theory, this mixed-methods research involved 361 online questionnaires completed by both parents and grandparents across five Chinese cities, 20 in-depth parental interviews, and the analysis of 11 children’s drawings. Findings revealed that almost all Chinese families regarded the transition as a major developmental milestone and prioritised children’s social and self-care abilities over academic outcomes. Both direct and indirect home-based practices were used to support readiness. Grandparents and older siblings provided crucial emotional and practical childcare support, although grandparents’ protective care sometimes limited children’s independence. While most children experienced only minor or initial transition difficulties, others experienced emotional distress, routine-related challenges, or reduced peer interaction mainly due to the COVID 19 pandemic. Families faced time constraints, limited communication with teachers and a lack of transition-related guidance as well as structural challenges in kindergarten. Despite these difficulties, positive experiences and important growths in children were noted. In addition, the results indicated that family background characteristics, particularly family structure and kindergarten type, were linked with children’s transition outcomes. This study also highlighted the interplay between daily life experience and kindergarten transition, showing how daily routines, language used, dietary habits, communication styles, and the home atmosphere significantly shaped children’s readiness. The findings suggest the need for responsive, culturally sensitive support systems that consider the entire family's journey. Insights are provided for Chinese families, educators, and policymakers to promote more inclusive and emotionally supportive kindergarten transitions.

Item Type	Thesis (PhD)
URI	https://centaur.reading.ac.uk/id/eprint/129914
Identification Number/DOI	10.48683/1926.00129914
Divisions	Arts, Humanities and Social Science > Institute of Education
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