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Grounded Theory Analysis of the Parent's Conception of Child Transition from Kindergarten to Primary School: An Interaction Mechanism of the Influencing Factors

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Title: Grounded Theory Analysis of the Parent's Conception of Child Transition from Kindergarten to Primary School: An Interaction Mechanism of the Influencing Factors
Language: English
Authors: Hanyue Zhang
Source: Science Insights Education Frontiers. 2026 32(1):5165-5189.
Availability: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, School Transition, Student Promotion, Kindergarten, Elementary Schools, Parent Attitudes, Parent Influence, Social Influences, Parent Student Relationship, Individual Characteristics, Parent Participation
Geographic Terms: China
ISSN: 2644-058X
2578-9813
Abstract: Currently, there are issues with child education in the transition from kindergarten to primary school in China, including advanced implementation of the primary curriculum, senior kindergarten students being transferred to other educational institutions for pre-primary preparation, and parents' biased understanding of the transition. Employing a grounded theory approach, this study aims to explore the factors influencing the conception of child education in the transitional period among parents of preschool children and develop a grounded theory model of the interaction mechanism of these factors. First-hand data on parental views on the transition were collected through interviews and underwent three-level coding via NVivo software analysis. Coding and analysis results reveal that the parent's conception of the transitional process could be improved and grow increasingly scientific. Nevertheless, there remained contradictions in the parent's conception of this subject, including contradictions between comprehensive habit cultivation and primary school knowledge training, between prioritizing healthy growth and forcing advanced learning, and between multi-stakeholder collaboration and reliance on the kindergarten as the sole provider of the education in question. The study concludes that the parent's conception of the child's kindergarten-to-primary school transition is modifiable, that their evaluations of kindergarten education inform their conception of the transition, that the interaction among the influencing factors drives the transformation of their conception, and that their biased attitudes towards child education in the transition largely stem from their psychology of comparison and vague perceptions of primary school. Recommendations are also proposed based on respective roles of various stakeholders.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495086
Database: ERIC
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  Data: Insights Publisher. The Bonoi Group, 725 West Main Street, Suite F, Jamestown, NC 27282. Tel: 336-734-3249; e-mail: eic_sief@bonoi.org; Web site: http://bonoi.org/index.php/sief
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  Data: Currently, there are issues with child education in the transition from kindergarten to primary school in China, including advanced implementation of the primary curriculum, senior kindergarten students being transferred to other educational institutions for pre-primary preparation, and parents' biased understanding of the transition. Employing a grounded theory approach, this study aims to explore the factors influencing the conception of child education in the transitional period among parents of preschool children and develop a grounded theory model of the interaction mechanism of these factors. First-hand data on parental views on the transition were collected through interviews and underwent three-level coding via NVivo software analysis. Coding and analysis results reveal that the parent's conception of the transitional process could be improved and grow increasingly scientific. Nevertheless, there remained contradictions in the parent's conception of this subject, including contradictions between comprehensive habit cultivation and primary school knowledge training, between prioritizing healthy growth and forcing advanced learning, and between multi-stakeholder collaboration and reliance on the kindergarten as the sole provider of the education in question. The study concludes that the parent's conception of the child's kindergarten-to-primary school transition is modifiable, that their evaluations of kindergarten education inform their conception of the transition, that the interaction among the influencing factors drives the transformation of their conception, and that their biased attitudes towards child education in the transition largely stem from their psychology of comparison and vague perceptions of primary school. Recommendations are also proposed based on respective roles of various stakeholders.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: School Transition
        Type: general
      – SubjectFull: Student Promotion
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Parent Influence
        Type: general
      – SubjectFull: Social Influences
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      – SubjectFull: Parent Student Relationship
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Parent Participation
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      – SubjectFull: China
        Type: general
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