The purpose of this study is to present the policy changes and development characteristics of early childhood education and family in China over the past 70 years and to provide new perspectives for stakeholders. After briefly expounding on the background, the research adopts literature and text analysis methods to examine 36 policies on early childhood education and family in China. The study makes a quantitative analysis from three aspects: the number of policies, the types of texts, and the subjects of promulgation, and describes and analyzes the main policy contents in four stages from the 1950s to today, including the first stage (1951–58), the second stage (1979–89), the third stage (1991–2007), and the fourth stage (2010–23). The results show that the cooperation between early childhood education and family in China has gradually evolved from the initial one-way service to in-depth cooperation with ‘community’, forming a stable, contemporary, and synergistic policy system. In the last section of the study, the researchers also discuss future policy formulation and research prospects.