Preschool Education In China Research Articles

Policy Review of Preschool Education Legislation in China

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.

Promoting Early Childhood Learning Education: A Systematic Review of Structural Quality of Preschool Education in China

The study aims to investigate the evolution of preschool education policy in China, which plays a vital role in early childhood development. It required the government’s intensified focus since 2010 on enhancing both access and quality standards of preschool education, which illuminated through the lens of historical policy shifts and their implementation. This study is grounded in the PRISMA guidelines and involved a thorough literature search, selection based on stringent criteria, and a robust data extraction and coding process. The analysis reveals that the Chinese government increasingly perceives preschool education as a fundamental public service, which has been established in revised policies and targeted endeavors to bridge the urban-rural areas of China. The study concluded that persisting challenges, notably in the equitable distribution of resources, enrollment inequalities, and optimal teacher-to-child ratios, especially in rural areas. Despite these challenges, the significant strides made, and the policy impetus reflect the prioritization of preschool education within China's national agenda. The review encapsulates the complexities of policy evolution, its tangible successes, and the pathways for achieving universal and high-quality preschool education.

Impact Analysis of Chinese Government Leadership in the Construction of a Public Service System of Preschool Education

Investment in preschool education is increasingly seen as a policy priority in middle and high-income countries due to the early benefits it provides children in their educational journeys. This article discusses the impact of recent increased investment in preschool education in China which has served as a correction to relative historical neglect. In this study a parental satisfaction survey evaluated the cost-sharing, equity of enrollment and quality of preschool education in a local urban governmental-led and multi-participant public service system of preschool education. In the context of the continued challenges of bridging gaps between policy and practice, results show that Government investment is beginning to have positive effects in terms of cost-sharing of preschool education with benefits to family incomes and significantly increasing the quality of preschool education. Parents of children in public provincial kindergartens provided higher satisfaction ratings for students’ development than parents of those in private provincial kindergartens. The article concludes by discussing the differing, but related roles of the Government and private providers in Chinese preschool education including the development of what is termed a “High-Quality Collaborative Education Ecosystem.”

Implementing co-enrollment in preschool education in China: A case study

ABSTRACT This study aims to document the implementation of sign bilingualism and co-enrollment education in a kindergarten in Quzhou, Zhejiang Province, China, to identify the major characteristics of the programme, and to report findings of children’s language in terms of vocabulary and surveys on the views and attitudes of the stakeholders of the programme, including deaf and hard-of-hearing (DHH) as well as hearing children and teachers. The results indicate that (a) both deaf and hearing teachers enjoy working in the Sign Bilingualism and Co-enrollment (SLCO) class and believe it is beneficial for their professional development; (b) parents of both DHH children and hearing children are happy to send their children to the SLCO class; (c) the teachers and parents agree that the SLCO programme is helpful for the overall development of not only the DHH children but also the hearing children. They believe that such an environment benefits the children's language and communication skills and the development of self-confidence and social cognition; (d) both the teachers and parents believe that the DHH children and their hearing peers get along well with each other in the SLCO class and also enjoy learning sign language. Furthermore, they all agree that the SLCO programme is promising and should be continued in the current school and implemented in more schools.

Analysis of Inclusive Education Perception among In-Service Early Childhood Teachers Using Inclusive Indicators

This article presents an analysis of inclusive education perceptions among in-service kindergarten teachers, contextualized within the context of inclusive education in China. In the 1980s, the Ministry of Education in China initiated the ‘Learning in Regular Classrooms’ campaign, advocating for the integration of special needs children into mainstream classrooms — an instrumental stride toward inclusive education. With the growing emphasis on inclusivity, the preschool education in China has progressively moving forward to embrace this paradigm. In this study, a survey was conducted with 30 in-service early childhood teachers in China, seeking to comprehensively assess their perceptions towards inclusive indicators within the broader framework of inclusive education. Through a meticulous analysis of the inclusive education indicators exhibited by 30 in-service kindergarten teachers, the research utilizes Booth's questionnaire as a validated instrument to gauge the nuanced facets of inclusive education implementation. The findings illuminate diverse performances among in-service kindergarten teachers, unravelling variations across three pivotal dimensions of inclusive education.

Comparison of Pre-school Education Provision, Policy, Funding and Legislation between China and the UK

The expansion of preschool education can assist modern China in alleviating the pressure on the labor force. However, current research in this field is complex and scattered. This study is a unique attempt to synthesize the scattered sources of information as obtained from research on pre-school education in China and the UK. To define the commonality of the development of preschool education, and to demonstrate the significance of further enhancing China's preschool education legislation and funding reforms, a longitudinal review and lateral comparison of policy, provision, funding and legislation are conducted.

The Effect of Blended Learning and Flipped Classroom Approaches for a Research Method Course on Undergraduate Students in Preschool Education in China

At present, the overall scientific research ability of kindergarten teachers in China is relatively weak. The research method course is usually the most feared course by normal school students. The aim of this study based on objective, preparation, instructional video, review, test, activity, transfer, discussion/summary (O-PIRTATD/S) flipped classroom teaching is to explore the effectiveness of blended learning and improve the teaching of preschool education research method courses and the learning retention of preschool education students to cultivate their scientific research ability in the postpandemic era. This study used a quasi-experimental design, and 240 junior students from a private undergraduate preschool education major in Guangxi, China, were selected. For the research method course of preschool education, the experimental class adopts blended learning in consideration of O-PIRTATD/S flipped classroom teaching, whereas the control class adopts blended learning based on a traditional teaching method. Through the unequal group using pretest and post-test design, the 8-week quasi-experiment was carried out. The test questions were used to collect data. The learning performance was tested on the last week of the teaching experiment (Week 8), and the learning retention of the two groups was tested 8 weeks after the end of the teaching experiment (Week 16). In this way, the difference between the retention rate of the experimental group and control group was explored. The study found the experimental class had blended learning in consideration of O-PIRTATD/S flipped classroom teaching, and the knowledge retention was significantly higher than the control class with blended learning based on traditional teaching. 8 weeks after the course learning, the knowledge retention of the experimental class was still better than the control class. Blended learning contributes to improved learning retention based on the O-PIRTATD/S flipped classroom.

Current Situation and Development Trend of Pre-school Education in Europe

Pre-school education, the phase before primary education, is becoming a significant part of European education system, since the early years are the most formative in a person’s life, pre-school lays the foundation for successful lifelong learning. All countries are trying to ensure that school-aged children receive pre-school education and care. Europe is not only the birthplace of modern pre-school education concept and system, but also a continent with the highest participation rate of pre-school education in the world. Based on European Commission /EACEA/Eurydice, 2019, Eurydice Brief: Key Data on Early Childhood Education and Care in Europe, this paper aims to analyzes the current situation of pre-school education in Europe from five aspects, including policy support, access, organization and governance, staff, and curriculum. Then draw some pertinent suggestion about the reform and development trends of pre-school education in China.

An Analytical Study of Family Investment in Education at the Pre-school Level in China - A Comparative Analysis Based on Eastern, Central and Western China

Since the publication of China's National Medium- and Long-Term Education Reform and Development Plan in 2010 and the active development of preschool education, the development of preschool education has gradually received attention from all sectors and the positive effects of the expansion of preschool education in China are evident. However, as the national household share of preschool education still falls short of international standards, the issue of education consumption by households affected by their individual economic development in the expansion of preschool education cannot be ignored. This paper examines the relationship between factors such as household socio-economic income and cultural background and education expenditure of preschool children's families, based on a regression analysis of macro data from the provincial statistical bureaus of the three provinces and micro data from the China Household Tracking Survey in 2018, from the perspective of combining macro and micro data in Guangdong, Henan and Gansu provinces selected in the eastern, central and western regions of China respectively. The study found that for the families themselves, the higher the economic level, the higher the expenditure on preschool education. Also, the higher the level of education of the mother, the higher the expenditure on preschool education. For different regions, the more economically developed the region, the more parents are willing to spend more on their children's pre-school education.

Analysis on the Financial and Tax Protection of Preschool Education Development

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.

Analysis on the Current Situation and Countermeasures of English Teaching in Preschool Education in China

Analysis on the Current Situation and Countermeasures of English Teaching in Preschool Education in China

From Caregivers to Right Defenders: Experiences of Chinese Parents Accompanying Children with Autism Spectrum Disorder in Inclusive Kindergartens

ABSTRACT In China, accompanying parents are a special group supporting inclusive preschool education for children with autism spectrum disorder (ASD). Although they lack professional knowledge and skills in children’s education, they are required to accompany their children full-time to provide necessary and unique assistance. The present study aims to explore the experiences of accompanying parents of children with ASD in the context of Chinese inclusive preschool education. Semi-structured interviews and observations were conducted with 14 accompanying parents from an inclusive kindergarten. Results showed that the accompanying parents have transitioned across three roles – from ‘caregivers’ to ‘educators’ to ‘right defenders’. Each role transition resulted from their interaction with different elements in the environment and was aimed at increasing beneficial resources. Therefore, future policies and projects should improve the socioecological conditions of accompanying parents to promote inclusive preschool education in China.

STATE SUPPORT FOR THE IMPLEMENTATION OF REMOTE TECHNOLOGIES IN THE EDUCATIONAL PROCESS MANAGEMENT OF THE EDUCATIONAL PROCESS: THE EXPERIENCE OF CHINA

The article examines the experience of introducing distance technologies in preschool education in China. In order to prevent the COVID-19 epidemic, preschool educational organizations in many countries of the world have switched to online learning, that is why the Ministry of Education of the People’s Republic of China was forced to provide support to teachers and families of preschool children. The experience of state support studied in the article can be used in the preparation of regional or municipal programs, as well as state projects to support preschool educational institutions in the Russian Federation at the stage of distributing the budget of a particular region or municipality.

Factors Influencing the Turnover Intention of Rural Preschool Teachers in the Context of Rural Revitalization: An Analysis Based on a Moderated Mediation Model

The retention of teachers is critical to the development of rural preschool education in China. We conducted a sample survey of 3790 rural kindergarten teachers from 22 counties (or cities) of 10 provinces and examined the effects of work stress and job apathy on the turnover intention of rural preschool teachers using the work stress, job apathy and turnover intention scales. According to the research findings, work stress can significantly predict rural kindergarten teachers’ turnover intention; job apathy plays a mediating role between job stress and teacher turnover intention, and the indirect effect is greater than the direct effect; Bianzhi membership can moderate the direct effect of work stress on teacher turnover intention and the mediating effect of job apathy.

The Mixed Teaching Mode of Preschool Education Major in the Era of “Internet Plus”

With the progress of network information technology, many industries have experienced changes and upgrades, and the combination with Internet technology has created many new development opportunities. In addition, in recent years, with the increase of the number of students, the gap between teachers in the field of education is very large, and the demand for preschool teachers is gradually increasing. According to this actual situation, the society has higher and higher requirements for the overall quality of kindergarten teachers. Therefore, it is necessary to use “Internet plus” to realize the reform of preschool education. The application of “Internet plus” in the field of preschool education not only combines the educational resource network of preschool education with preschool education but also is a brand-new reform method. Preschool teachers should make full use of the technical means of network information to form a new teaching system. And innovative teaching methods are often used, which makes the construction of mixed teaching mode of preschool education in China develop rapidly. The mixed teaching mode of preschool education can not only share preschool education resources but also promote the communication between kindergarten and parents. However, there are some problems that affect the development of the blended teaching model of preschool education in China, so it is necessary to take effective strategies to promote the process of the blended teaching model of preschool education.

Preschool Education in China: The Research on Curriculum Design and Teaching Strategies

Here is a research paper that focuses on curriculum design and instructional research strategies for preschool education in China. In the existing perception, curriculum design is divided into two parts. On the one hand, macro-curriculum design is mainly to determine the basic concepts, basic values and curriculum structure of the curriculum. On the other hand, micro-curriculum design is mainly to design specific curriculum according to the macro-curriculum framework structure, and the products are put into teaching as curriculum standards and teaching materials. This paper conducts a preliminary research on the current research on curriculum design and teaching in preschool education in China through literature analysis method and makes a detailed plan for the subsequent research.

Path of Preschool Education Personnel Training Under the Background of Big Data

<p style="text-align: justify;"><span style="font-family: "times new roman";">With the emergence of big data, the improvement of China's comprehensive national strength and the development of modern educational technology, the important position of preschool education in the education system has been widely valued by people, and our government has also incorporated the preschool education reform into the national medium and long-term education reform and development plan, which has promoted the rapid development of preschool education in China in recent years. Taking a Kindergarten Teachers College as a case, this paper designs the questionnaire and interview outline by using the methods of questionnaire and interview, and carries out the investigation and interview on the educational practice ability of the selected research objects. Aiming at the deficiency of the current students' educational practice ability, this paper analyzes the problems existing in the cultivation of the current preschool education majors' educational practice ability at the junior college level by combining with the survey data. In view of these problems, this paper puts forward some thoughts on the cultivation of the educational practice ability of the preschool education majors at the junior college level, including determining the scientific talent training objectives, optimizing the curriculum structure, and reforming the curriculum system Reform the teaching methods of teachers and improve the practice of education.</span>

Evolution of Game in the History of Preschool Education Laws and Regulations in China

In order to analyze the evolution of game in the history of preschool education laws and regulations in China, the laws and regulations concerning games and preschool education promulgated in the history of Chia from 1903 to now was studied by means of literature review, historical logic and historical analysis, mainly focusing on their social background, political situation, function enlightenment and other aspects. The results showed that during the period of 1903-1922, the new policy of saving the nation through education was put forward and basically copied from Japan. During the kindergarten period from 1922 to 1951, the education of Beiyang warlords worshipped the ancients. After the educational reform in the period of the Republic of China, game had its own position in preschool education. In the early stage of kindergarten development from 1951 to 1966, New China was founded and the pro-Russian ideology was strong. With the help of Russia, games developed more widely in preschool education in China. During the Cultural Revolution period from 1966 to 1976, games were in a backward stage in preschool education. Since 1976, the reform and Opening-up society has developed rapidly. China has introduced many laws and regulations on preschool education. Games completed a transformation in preschool education. These five periods show the evolution of games in China's preschool education laws and regulations from the perspective of time and society. In addition, the analysis results suggested that games helped children's later growth in preschool education in all aspects, and their development was influenced by the ideology, foreign policy, practice and key demands of the ruling party. To sum up, game has undergone a long period of progress in the evolution of preschool education laws and regulations in China. It has a very important positive impact on the later growth of young children so that the society and the government should give adequate support and recognition.

An exploratory study on normative cohesiveness of high-quality preschool teacher education in urban north-western China

ABSTRACT The normative cohesiveness idea in education, which constitutes a norm in thinking and practice that is inherently shared across the stakeholders, was adopted in order to understand and reflect on the existing issues of preschool teacher education programmes (PTEPs) in north-western China. The State, teacher trainers and preschool teachers’ perceptions regarding the latest government policies that regulate preschool education, and the practices of teacher trainers on quality preschool education were studied. Using the macro–meso–micro-level model as the basic analysis framework, results showed that: (1) all three ‘stakeholder communities’ had a minimal consensus on preschool education, thus undermining the normative cohesiveness of views in this context; (2) the dual role of PTEPs in this part of China had not been fully implemented, thus requiring a custom-made improvement; (3) disparities between the PTEPs and classroom practices could be attributed to the specific contextual features and ecological factors of classroom teaching. This article argues that while the government is expected to assume more responsibility to guide preschool education in China, the national Guideline alone is insufficient and various means of professional development could be adopted by the teacher trainers and in-service preschool teachers, in order to meet the challenges for change.

Analysis of the Contents of the “Draft of the Preschool Education Law of the People’s Republic Of China (Draft for Solicitation of Comments)” Based on the ROST CM6.0 Content Mining System

: Taking the text of the “Draft of the Preschool Education Law of the People’s Republic of China (Draft for Solicitation of Comments)” released in September 2020 as the object of research, this article took a content analysis method and used the text analysis software of the ROST CM6.0 content mining system to analyze the text’s keywords, core terms and specific content. It discussed in depth the draft law’s response to restraints on the development of preschool education in China, addressing core issues such as the provision of resources in preschool education, government coordination mechanisms, and the improvement of preschool education quality. It emphasized the supply side as the starting point to standardize and expand the supply of resources for preschool education. It put needs at the core, together with guaranteeing the basics, focusing points, and paying attention to the quality of preschool education. It took the clarification of powers and responsibilities as a foothold, and a mechanism that runs through the development of preschool education. By analyzing the value positions behind the draft, it found that it taking people-centered, child-oriented, quality-based, government-led, and putting the disadvantaged first as the value standpoint. It then provided support for the reasonable interpretation and promotion of the improvement of the draft. However, the draft also reflected some problems, such as the excessive use of the term of principle “should,” the lack of necessary procedural content in some items, and the insufficient response to conflicts in value positions between different stakeholders. Based on this, the article proposed some suggestions for revising the draft: to rely on the cooperation of different teams to highlight the rule of law; to grasp the core benchmark based on the feedback of interest groups; and to highlight the macro perspective based on the national development strategy.