How do children who did not receive systematic premature academic learning experience the transition? Ecological conflicts and supports in Chinese children’s preschool to primary school transition

Inroduction This study aims to explore the preschool to primary school transition experiences of children who have not received systematic premature academic learning, and reveal the ecological dynamics shaping their transition. Methods Employing a longitudinal ethnographic case study design, this study documents the focal child’s lived experiences across the preschool to primary school transition. Grounded in Bronfenbrenner’s ecosystem theory and the ecological dynamic transition model, it further explores how ecological conflicts and supports forces evolve during this period and shape the child’s experience. Results The findings indicate that the multi-layered ecosystem the child inhabits throughout the transition contains diverse contextual features. The child’s transition experience is not simply determined by whether he receives systematic premature academic learning; instead, it unfolds amid interactions among multiple elements within this ecosystem. Ecological conflicts and supports run through the whole transition process and trigger ongoing changes. Examples of ecological conflicts include limitations in macro-policy implementation, widespread social anxiety around systematic premature academic learning, challenges in home-school collaboration, constrained instructional support from primary school teachers, and contextual pressure from peers. Potential supportive elements cover gradual policy refinement, consistent cross-phase parental companionship, peer assistance, and the child’s active adaptation. These factors may contribute to a smoother transition. Discussion Overall, the findings suggest that ecological conflicts and supports jointly shape children’s preschool to primary school transition. This study offers empirical reflections for discussions regarding high-quality preschool to primary school transition practices and children’s sustainable development.