5. The Rapid Development of Preschool Education Calls for Equality

The unbalance development of Preschool Education in Urban and Rural is the main restraint to the development of Preschool Education. With the development of society, developing Justice Preschool Education is becoming the essential value appeal. Preschool Education in the Justice— orientation includes the Justice of educational starts, the Justice of educational process, the Justice of educational results. Via educational laws, finical assistance, building the high level teachers, we can build the Preschool Education in Urban and Rural in Justice — orientation, which can prompt the development of Preschool Education in our country. Keywords-justice; urban and rural; preschool education; balance; development

The article analyzes the current state of organization of preschool education in Ukraine, considering the results of the research of the IEA, SES, UCECE, and the algorithms for effective organization of educational activities in preschool educational institutions, as well as a roadmap for further development of preschool education. International research has been analyzed in the context of the importance of investing in preschool education. The current regulatory documents that effectively organize the activities of preschool education institutions were analyzed. According to the results of the study, the IEA, SESQA analyzed 8 key positions: organization of the educational process in institutions providing preschool education services; organization of a safe environment in institutions / units of preschool education; educational and methodological support of the educational process and continuity between preschool and primary education; organization of preschool education for children with special educational needs; organization of nutrition in institutions (units) of preschool education; access to preschool education for internally displaced persons; The real state of the research problem is determined and solution algorithms are proposed. The article analyzes the practical experience of organizing the educational process in preschool education institutions under martial law. The issue of educational losses in the system of preschool education is characterized and attention is paid to the organization of an action plan to overcome educational losses and gaps.

The article highlights the problems of preschool education in the municipal district, which is the initial link in the system of continuing education and the basis for the full-fledged growth of an individual. Analysis of the influence of various conditions of the economic and social life reveals the problems that impede the development of preschool education. There have been analyzed the factors characterizing the coverage of children by preschool educational organizations and the availability of preschool education at the regional level. The methodological basis of the study was the economic and statistical analysis of indicators that determine the development of preschool education. The main characteristics of preschool educational activities in Republic of Bashkortostan (a study of municipal districts) are given. It has been stated that for the period from 2010 to 2018 in Republic of Bashkortostan, the number of independent preschool educational organizations decreased by 41.3%, while the number of pupils increased by 42.4%. The studies have revealed the relationship between the level of economic development of the municipal district, its specialization and the involvement of children in preschool educational activities. It has been established that in the municipal areas with well-developed industrial production the coverage of children by preschool educational organizations is high, and vice versa - in the municipal areas with a low level of industrial development the coverage of children by preschool educational organizations is poor. In the municipal areas oriented to the production of agricultural products the involvement of children in preschool education is low. The analysis results can serve as the basis for further research on the development of preschool education and be of practical importance in the development of strategic documents on the regional development.

There are 25 ethnic minority areas in Yunnan Province, most of which are in remote or mountainous areas, with the influence of lagging economic development and geographical factors. the problem of preschool education in these ethnic minority areas is more prominent. As the beginning of lifelong learning, preschool education occupies an important position in the national education system. In recent years, many policies have been introduced in China, which have been effective in promoting preschool education. But it has been found that factors such as the lag in economic development level, backward parents' attitudes, overall insufficient and uneven allocation of pre-school education funds, teaching obstacles, and lack of teacher theory are the main bottleneck obstacles to the development of pre-school education in ethnic minority areas in Yunnan Province. This article tries to expound the bottleneck of the development of preschool education in Yunnan ethnic minority areas and make an in-depth analysis of it, according to the local conditions, it proposes feasible solutions such as setting up preschool education institutions in various forms, broadening the channels of capital investment, helping parents establish correct educational concepts, promoting the quality of bilingual teaching, strengthening the construction of teachers, promoting curriculum and teaching reform, and developing preschool education courses with national characteristics.in order to promote the balanced development of pre-school education in Yunnan ethnic areas.

The unbalanced development of preschool education in different regions severely hinders the process of universalizing preschool education in Mainland China. Using the method of cluster analysis, this paper examined the extent to which the development of preschool education varied in different regions, on the basis of the gross preschool enrollment rate, student-to-teacher ratio, percentage of preschool teachers with a college diploma or above, and per-child preschool education spending index in the year of 2011. This paper suggested 31 provinces in Mainland China be divided into three developmental tiers according to their developmental status of preschool education, and explored each tier’s characteristics in their development of preschool education. One significant finding was that the regional disparities in the development of preschool education correlated with the regional economic disparities in Mainland China.

Preschool education is a fundame`ntal security for improving the quality and efficiency of compulsory education. In particular, preschool education has attracted extensive social concern and achieved significant development since the Outline of Direction for Preschool Education was issued and implemented. However, the difference in economic development level fundamentally limits the development of preschool education. Based on analysis on general situation of preschool education in YN Province, it is found by author of the paper that such problems exist in preschool education of YN Province as low enrolment rate and unreasonable teacher structure. Suggestions are proposed for countermeasures for such problems to provide theoretical support and direction for the development of preschool education.

In order to adapt to the rapid development of preschool education, preschool teacher’s short-term training was born to encourage teachers to be able to quickly adapt to the development of preschool education,timely update ideas, learn new teaching methods and skills, and encourage teachers to improve their capacity. The purpose of this paper is to analyzes problems existing in preschool teachers short-term the centralized training, build up early childhood teachers short-term focus training strategy based on teachers’ needs, and promote efficient, practical and convenient short-term focus training. Preschool education is the beginning of lifelong education, which has a cornerstone role in national education. is based on teachers”. Without good teachers team, it is difficult to guarantee scientific and reasonable teaching methods, and guarantee children’s healthy and happy growth. Several Opinions on the Current Development of Pre-school Education of State Council explicitly puts forward the importance ofstrengthening the construction of teachers, requires to strengthen preschool teachers team construction through a variety of ways, and puts forward pre-school education teacher training system. Short-term training has its advantages, as to improve teachers' quality in a short time, and ensure the quality of teaching. However, problems in the process of practical training should not be ignored, and need to be faced actively with deep analysis. Preschool teachers’ short-term focus on training strategy under teachers' demand becomes the hot topic of

The growth of the preschool education movement has been a result of the growing recognition of the needs of young children, the need to be provided with a rich and wholesome environment which is conducive to, and promotes the all round development of the child. Prior to 1947, very little attention was paid to preschool education in our country, even by the Government, and preschool was not considered a state responsibility. The Central Advisory Board of Education on Post-War Educational Development (1944) was the first body to recognise the need for preschool education. The report of the Committee emphasised its significance and recommended that an adequate provision of pre-primary education should be an essential adjunct of a National System of Education. The development of preschool education, during the pre-independence period, was rather slow in the country as a whole, but due to the influence of a number of workers inspired by the work of Madam Montessori, pioneering work in the field was undertaken in the state of Gujarat. Baroda (the erstwhile capital of the princely state of Baroda) has always been known to stand in the forefront as far as educational development is concerned. In 1912-13, two kindergarten classes were started (one at Amreli and one at Baroda) as an experimental measure of the modern European method of education. The Baroda Administration Reports of the succeeding years till 1925, showed a gradual increase in numbers of these kindergarten classes. During the post-independence period, a rapid development has taken place in the field of preschool education all over the country. However, the Government had not been anxious to take up preschool education as its responsibility since it was committed to the

Purpose This study reviews the development of preschool education legislation in China and analyzes its background, fundamental principles, and prospects. Design/Approach/Methods Interpretations of the newly published Preschool Education Law of the People's Republic of China (Draft) are highlighted to reveal the recent manifestations of the legislative development of preschool education in China. Findings In China, legislation pertaining to preschool education is based on an extensive practical foundation and solid policy basis embodying the fundamental principles of establishing government leadership, ensuring children's right to education, and upholding public welfare and inclusivity. Such legislation is conducive to the further exploration of key issues and significant relationships involved in the development of preschool education and marks a milestone in its modernization with Chinese characteristics. Originality/Value This paper's findings indicate that the Preschool Education Law of the People's Republic of China (Draft) demonstrates significant progress in the development of preschool education in China, but there are still key issues that need to be further explored.

Introduction. The problem of this study is to identify the causes of socio-psychological tension in preschool education. The aim of the research is to analyze the factors of socio-psychological tension in the children’s community in order to prevent the risks of disintegration and conflicts in preschool education. Materials and Methods. In order to achieve the research goal, the following tasks were solved: to clarify the research concepts; to study the positions of teachers and parents on the resolution of situations involving socio-psychological tension in the children’s environment; to identify factors causing conflicts and disintegration in the process of children’s communication in preschool education settings. From the standpoint of an axiological approach, introducing children to the traditional moral values of multinational Russian society is a mechanism that ensures the positive socialization of a child in preschool education. The guidelines of this approach are implemented in the framework of studying the views of teachers and parents on the process of child’s development in preschool education, the role of adults in resolving children’s conflicts and the independence of children in resolving quarrels in the children’s interaction. Through a survey of teachers and parents, the general positions of adults regarding ways to resolve children’s conflicts, as well as the specific views of teachers and parents on the causes and content of conflicts in the children’s interaction, were revealed. Prevention of disintegration and conflicts in the children’s interaction can be successfully implemented within the framework of a propaedeutic approach that takes into account the factors of socio-psychological tension in the children’s group. The positions of this approach are implemented within the framework of studying the level of interaction of children in kindergarten groups, taking into account their age, the level of independence and autonomy of the children’s group, the nature of adult assistance in resolving situations of socio-psychological tension. Based on the analysis of records for monitoring the interaction of children in peer groups, the factors influencing the occurrence, course and resolution of conflict situations in the children’s interaction have been identified. Results. The authors identified the main signs of situations of socio-psychological tension in the children’s environment, identified indicators of disintegration and conflict in preschool education, analyzed the positions of adults (teachers and parents) regarding the resolution of situations of socio-psychological tension in the peer group, classified the factors influencing the occurrence of conflicts and disintegration in the process of interaction between children, justified the methods of preventing the risks of disintegration and conflicts based on the propaedeutic approach to teaching within preschool education. Conclusions. The main causes of socio-psychological tension in the children’s communities in preschool education are socio-psychological and socio-pedagogical factors. Socio-psychological factors include the age characteristics of children (the formation of independence and autonomy of the child), the nature of relationships among peers (the ability to work in a group, compliance with rules and norms, independent resolution of conflict situations). Socio-pedagogical factors determine the nature of child-adult interaction (the role of the teacher in the organization of the children’s group, the position of the teacher in the process of resolving situations of socio-psychological tension) and the ways of organizing collective activities of children (distribution of roles, organization of space and time, acceptance of a common goal). The organization of a children’s team based on proactive teaching management takes into account the identified factors and is aimed at reducing the risks of disintegration and conflict in the children’s environment. Following this approach, the teacher enhancing children’s independence and autonomy in conflict resolution, promotes the adoption of a common goal and self-regulation of children’s interaction based on rules and norms of behavior in the group.

Accompanied with the “National long-term Education Reform and Development Plan (2010-2020)” announced, preschool education has attracted more and more attentions. However, the distribution of education resources in urban and rural areas in China has been extremely uneven. The preschool education in rural areas has a shortage of kindergarten numbers, imperfectly teaching facilities, nonstandard management, lower salary and professional teaching skills. Especially, there is no effective cooperative education between family and kindergarten. This article proposes five suggestions from the following aspects: increasing the appropriation to form the pattern of rural kindergartens; making the appropriate standard for rural kindergartens; establishing and implementing scientific management system; enhancing teachers’ qualifications; changing the adult education ideals and strengthening the cooperation between kindergarten and family.

The “2024 National Statistical Bulletin on the Development of Education” released by the Ministry of Education reveals a notable trend: the number of kindergartens nationwide is decreasing. As a hub city connecting the Pearl River Delta with southwest China, Zhaoqing still has preschool education as a weak link among various types of education. Especially in the context of ongoing changes in the educational landscape where the number of kindergartens nationwide has decreased year-on-year, the development of preschool education has become a crucial issue. Taking Duanzhou District as an example, this paper explores the dilemmas faced by preschool education in urban Zhaoqing from the perspectives of teachers, students, environmental supporting facilities, and educational quality, based on survey data from 129 teacher questionnaires and 108 parent questionnaires in urban areas of Zhaoqing. The study finds that the core dilemmas include unbalanced resource allocation dominated by public kindergartens, the fault in the professional title structure of teachers, and value conflicts between inclusiveness and high quality. Furthermore, regional competition in the process of urbanization and shortcomings in service quality have further intensified the development tensions. The study suggests constructing solutions from three dimensions: institutional innovation, professional empowerment, and quality supervision, so as to provide practical references for the balanced development of preschool education in the Guangdong-Hong Kong-Macau Greater Bay Area urban agglomeration.

The sustainable development of preschool education relies on the long-term stability of fiscal guarantee mechanisms and the equitable and efficient allocation of resources. In recent years, China's public funding for preschool education has steadily increased, reflecting the government's heightened attention to early childhood education. Based on a review of China's current fiscal guarantee system and the advanced practices of OECD countries, this paper proposes several optimization strategies: Establishing a diversified funding mechanism led by the government with broad social participation; Improving the budget formulation and supervision system to enhance transparency and accountability in fund usage; Strengthening the central government's coordination over local governments to promote equitable resource distribution among regions; and advancing performance management and open access to financial data, ultimately building a fiscal support system that is inclusive, stable, and fair across urban and rural areas. These measures aim to comprehensively support the high-quality development of preschool education in China.

With the rapid development of social economy, the demand for talents in all walks of life is increasing day by day. As a basic education, preschool education has attracted the attention of all walks of life in order to promote the development of preschool education and the development of the overall education. This paper first explores the current situation of preschool education and teaching in China, introduces the teaching standards of preschool education, and puts forward corresponding solutions to the existing problems, so as to improve the teaching system of preschool education, ensure the stable, rapid and efficient development of preschool education, and lay a solid foundation for future education and teaching.

With the development of the times and the progress of society, China pays more and more attention to the development of preschool education. The vigorous development of preschool education needs the support of a large number of state financial funds, and also needs the state to construct corresponding financial and tax laws to provide protection. At present, there is no clear legal basis for the education funds of preschool education in China, and it involves two major fields: preschool education law and finance and tax law, and because of the economic gap between regions, the distribution of educational resources between regions is uneven, which has limited the development of preschool education. Based on the current development situation of preschool education in China, the thesis studies the problems existing in the financial taxation of preschool education in China, and puts forward strategic suggestions to promote the vigorous development of preschool education, so as to provide corresponding reference for the development of preschool education in China.