This paper analyzes the phenomenon of the leap from kindergarten to primary school level of education. Different approaches to understanding the indicators of successful transition have been considered. As the most relevant condition and experience of children concerning occurring changes and new environments, expectations and activity of parents, quality of cooperation with family, educational and public organizations, quality of preparation of teachers come to the fore.
The transformation of ideas about factors influencing the well-being of the transition has been analyzed. The conclusion about the need for a comprehensive consideration of the role of early educational experience of children, their preparation to school, the continuity of the content and methods of education, the involvement of parents and the quality of interaction between all participants in the transition process has been drawn.
Some of the transition strategies have been considered, in particular, from the point of view of the purposes of support of this process, the basic regulatory documents, the most widespread ways of working with children, families, educational and public organizations, as well as challenges and complications.
Cases from Japan, Finland and Australia have been considered to illustrate possible areas of work to improve the transition between preschool and primary education. These countries are implementing significantly different strategies and tactics, while recognizing the need to improve the transition process and appreciating the role of early learning experiences. Japan’s approach is more oriented towards the creation of detailed regulations and the organization of interaction between teachers. The creation of a common methodological framework for early childhood education is relevant for Finland, and the particular implementation of innovations in transition is delegated to the educational institutions themselves. Australia is primarily focused on working with children in the preparatory stage, as well as on informing parents and encouraging them to engage proactively with children, teachers and each other.