Quality Preschool Education in China: Development Connotation and Realization Approach

doi:10.16382/j.cnki.1000-5560.2021.03.004

Abstract

Abstract:

Since the 21st century, the pursuit of high-quality preschool education has become the global consensus, and the international community has regarded preschool education as one of the important symbols of building the wealth of nations. China’s Education Modernization 2035 also clearly puts forward the development goal of “universal quality preschool education”. With an integration of objectivist and relativist approaches in defining quality, this paper expounds three levels of value appeal and five dimensions of core elements of preschool education quality in China, and proposes a government-organisation-family dialogue mechanism and a quality framework including curriculum, teachers, educational system and monitoring. It sorts out the realistic dilemmas in the development of China’s quality preschool education from affordability, equitability and sustainability. Then, the paper advises to reconstruct early childhood development goals, enhance the quality of preschool curriculum and teachers, and improve the public service system of early childhood education and care.

Key words: quality, preschool education, development connotation, realization approach

Jin Huang, Cancan Xiong. Quality Preschool Education in China: Development Connotation and Realization Approach[J]. Journal of East China Normal University(Educational Sciences), 2021, 39(3): 33-47.

Figures/Tables 1

References 0

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