Developmental continuity in transitions from early childhood education and care to primary school

To ensure continuity in young children’s development, high-quality ECEC needs to be followed by quality education throughout school, and particularly during the first years of primary education. Collaboration is the watchword for developmental continuity, and is explored here for a range of actors involved in child development, including children themselves, their parents, ECEC and primary school staff, and community services. The chapter draws on a survey of OECD countries and partner countries to outline key trends across jurisdictions, as well as similarities and differences. It describes five main challenges highlighted by participating countries that are hindering developmental continuity, along with a wealth of practical strategies for tackling them. It concludes with some pointers for policy development as food for thought for countries seeking to improve developmental continuity in transitions.