Abstract
Since Reform and Opening Up, the overall development of Chinese preschool education has improved. There has been a notable rise in the number of kindergartens as well as the number of children, teachers and principals in kindergartens. Preschool education legislation is also gradually improving. The future development of preschool education is mainly concerned with the implementation of a funding guarantee, reform of the management system, the improvement of teacher quality and the prevention of the primary school tendency in kindergartens.
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Notes
- 1.
Refer to Lin Chongde: Development Psychology, Hangzhou, Zhejiang Education Press, 2002.
- 2.
Susan Newman: Pre School Education Reform and National Anti-Poverty Strategy: American Experience, pp. 17–24, Beijing, Education Science Press, 2011.
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Refer to A Decade Education in China, p. 273 Beijing, Higher Education Press, 2004.
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Refer to Cai Yaqi: Early Childhood Education Financial Investment and Policy, pp. 192–194, Beijing, Education Science Press, 2007.
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Refer to Wang Jing: Research on Optimization of Financial Investment in Early Childhood Education in China, Beijing, MA thesis of Capital University of Economics and Business, 2012.
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Refer to Research Group on the Development Strategy of Preschool Education in China: Preschool Education Development Strategy Study in China, pp. 79–89, Beijing, Education Science Press, 2010.
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Refer to Er Jianfa: Research on the present situation and construction of preschool education teachers (Journal of Wenzhou University (Natural Science Edition)), 2012 (1).
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Refer to the relevant responsible person of the Ministry of Education: Financial investment in preschool education has increased five times in five years, See http://www.gd.xinhuanet.com/newscenter/201406/05/c_1110990796.htm, 2014 06 05.
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Zhou, X. (2019). Efforts to Develop Preschool Education. In: Education Policy and Reform in China. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-6492-1_2
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DOI: https://doi.org/10.1007/978-981-13-6492-1_2
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