Current Situation and Optimized Strategies of Kindergarten-to-Primary School Transition
Author: Jamal Rashid Cartera, Sofia Marisol Mendezb, Aaliyah Nicole Freemanc
Corresponding Author : Jamal Rashid Carter . E-mail: jamal.carter@cascadeu.edu.us
a Cascade State University, 334 Scholar Circle, Portland, 97201, United States
b Cascade State University, 334 Scholar Circle, Portland, 97201, United States
c Department of Media & Communication, Sierra View College, 612 Horizon Street, Sacramento, 95814, United States
Journal Metadata: American International Journal of Social & Economic Research, Vol.1, Issue 1, Pages 31–40, 2026
Abstract
Kindergarten-primary transition determines children’s long-term learning adaptation. Despite national policies banning premature knowledge training, parental academic anxiety leads many preschools to ignore adaptive education. Most domestic research uses questionnaires instead of objective teaching plan text analysis. Based on Bronfenbrenner’s ecological systems theory, this paper codes 127 semester teaching plans, summarizes three core practical bottlenecks and puts forward multi-layer improvement strategies.
Keywords: kindergarten-to-primary transition; senior class teaching plan; text qualitative analysis; ecological systems theory
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© 2026 Jamal Rashid Carter. This article is distributed under the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium,
provided appropriate credit to the original author and source is given.