自20世纪90年代末以来，我国高度重视幼小衔接问题。幼小衔接对于儿童日后的发展具有深刻的影响，在幼小过渡这个关键阶段的经历会影响其日后在学术及社交方面的潜能发挥。但目前，我国的幼小衔接政策及实践还存在着一些问题和需要改善的空间。基于此，本文通过文献法研究西班牙幼小衔接政策，分析其政策内容，总结其政策特点和不足，以期为我国幼小衔接问题的解决和发展提供参考和借鉴。

本文遵循从宏观到微观的研究思路，探讨西班牙国家政府、自治区及地方政府为幼小衔接作出的政策努力，并在学校层面，探究其政策的落实情况。在国家政府层面，政府的幼小衔接相关政策规定较为笼统，其政策目标在于通过建立协调机制，促进儿童全面的可持续发展。此外，学校环境、教师职前培养、教学组织及要求这三方面的政策也为幼小衔接提供了不同程度上的政策支持。自治区及地方政府主要通过以下四种形式将幼小衔接政策具体化，为学校和家长提供指导意见，分别是：将幼小衔接写入教育法及相关政策文件作为制度基础、制定专门的幼小衔接计划、出台教育指导手册、关注幼小衔接与其他教育主题的关系。作为政策落实的主体，学校则充分发挥自主性，通过制定符合本校实际的幼小衔接方案，面向学生、家长和教师举办各项衔接活动，以促进儿童的顺利过渡。

尽管西班牙的幼小衔接相关政策存在不足之处，主要在于以下五点：政府对于幼小衔接问题的重视程度较低；缺乏关于幼小衔接监督和评估的政策；衔接措施仍然体现出幼儿园向小学靠拢的倾向；忽略对于社会资源的有效利用；学校的幼小衔接方案在时间长度上安排不合理。但对我国而言，西班牙的经验仍可提供以下几点启示。首先，政府要在加强政策力度、提供社会资源、帮助学校建立沟通渠道、健全教育监督机制、完善教师职前培养等方面作出努力。其次，学校要通过加强教师在职培养和制定幼小衔接方案，来保障儿童的顺利过渡。第三，家长应与学校和教师保持联系，积极参与学校活动，在日常生活中向孩子传递关于小学的正面信息，并培养其相关能力，例如自理能力和阅读能力，以适应小学生活。

Since the end of the 1990s, China has attached great importance to the transition between infant education and primary education, which has a profound impact on children’s development. What they experience in this critical period will affect their academic and social potential in the future. However, at present, there are still some problems and challenges in the policy and practice of children’s transition from infant education to primary education in China. Based on this, this paper uses the literature research method to analyze the content of the policy which is about the transition from infant education to primary education in Spain, in order to provide reference for China by summarizing its’ characteristics and deficiencies.

Following a research frame from macro to micro, this paper discusses the policy efforts made by the Spanish national government as well as the regional governments, and explores the implementation of these policies at the school level in order to promote the transition from infant education to primary education. At the national level，the relevant policies published by the government are relatively general, and the policy objective is to promote the comprehensive and sustainable development of children through the establishment of a coordination mechanism. In addition, the policies of school environment, pre-service teacher training, teaching organization and requirements also provide policy support for the connection between preschool and primary school in different degrees. The autonomous regional and provincial governments have concretized the policy to provide guidance for schools and parents in the following four forms: including the transition policy into the Education Law and related policy documents as systemic foundation; developing specific project on transition; promulgating educational guidance manuals; focusing on the relation between the transition and other educational topics. Working as the principal role of implementing the policies, the school takes initiative to formulate its’ transition program to organize various bridging activities for students, parents and teachers who are involved in the period of transition, so as to facilitate the smooth transition for children.

There are some shortcomings in the related policies of the transition from infant education to primary education, which are mainly reflected in the following five aspects: the government pays less attention to the infant-primary transition than the primary-secondary transition; there’s a lack of policies for the supervision and evaluation of the transition period; the transition measures still demonstrate the unidirectional tendency of kindergarten to primary school; school and governments neglect the effective use of social resources; the transition program is not arranged reasonable in the length of time. However, for our country, we can still acquire some important inspirations from the experience of Spain. First of all, the government should make efforts to strengthen policies, provide social resources, help schools establish communication channels, make progress in the educational supervision mechanism, and improve teachers’ pre-service training. Secondly, schools should promote teachers’ in-service training and develop programs which aim to connect the kindergarten and primary school, in order to ensure children’s smooth transition. Thirdly, parents should keep in touch with schools and teachers, take an active part in school activities, transmit positive information about the new stage to their children, and cultivate their relevant abilities, like self-care ability and reading ability, to help them adapt to the primary school life.