Transitions from early childhood education and care (ecec) to primary education are not only about the quality of children's early learning but also affect the development of children and are of great value in promoting the construction of high-quality education systems in various countries. This study uses incrementalism theory to review the policy content for transitions from ecec to primary education in China and finds that the policy has evolved through four stages: the gestation period, the initial exploration period, the steady development period, and the system construction period. The evolution of the policy has shown a characteristic step-by-step increase from small to large, seeking changes while maintaining stability. Through the review of China's policy content for transitions from ecec to primary education, we hope to provide evidence from the Chinese experience to international research in related fields.
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