A Comparative Study On Language Domain Of Early Child Learning And Development Standards Between China And The United States

With the quality of international preschool education,the research on the early learning and development standards(hereinafter referred to as standard)has become an important trend of the research on the reform of early childhood education.The language domain is one of the domains of children’s learning and development.The research on language domain standards of the early learning and development standards(hereinafter referred to as the language domain standards)can not only establish the corresponding reference for the revision of the language domain in the guideline for learning and development of 3-6 year old children(hereinafter referred to as the guideline)in China,but also provide reference and thinking for the theory and practice of language education for children in China.This paper takes the language domain standards of China and the United States as the research objects,and uses document method,text analysis method,questionnaire survey method,comparative method to make a comparative study on the development background,value orientation,goal and content,implementation and effect of the language domain standards between China and the United States.The main research contents and conclusions are as follows:(1)Through the comparison of the setting background of the Standard between China and the United States,the research finds that the background of globalization is an extremely important element that affects the formulation and promotion of standards between China and the United States;the frequent exchange of research results related to preschool education at home and abroad,and the exchange of research results directly or indirectlypromotes the formulation of standards in the field of language between China and the United States.At the same time,the differences in political,economic,social and cultural backgrounds between China and the United States have influences on the formulation of the standards.(2)By analyzing the value orientation and goal of Chinese and American standards from the perspective of curriculum policy,it shows that the value orientation of the guideline in China is to emphasize the overall development of children,with children as the center.The standards of the United States present a trend of multiple value orientations such as liberalism,conservatism and social efficiency.The attempt to achieve educational equity,to improve the quality of preschool education,to improve the professional quality and ability of preschool teachers,to improve the quality of family education,to implement the reform of teaching paradigm,to implement the reform of evaluation,etc.reflect the different degrees goals of China and the United States.However,the goals of China and the United States are not the same directions.(3)Through a comparative analysis of the formal structure,content structure and structural nature of language domain standards in China and the United States,It is concluded that the language domain standards of China and the United States share the same preschool education curriculum policy documents that guide children’s language learning and development,but present both similarities and differences,not only in the aspect of layout form of style,language structure,but also on the basic framework.The framework nature and integration cohesion reflected in the framework of the language domain standards in the United States provides reference for China.(4)Through comparative analysis of the contents of language domain standards between China and the United States by using software named NVivo12,the results show the differences in the sub domain scope division,content standard and performancestandard setting,teachers’ implementation strategies and suggestions between China and the United States,reflecting language education concept and theoretical orientation between China and the United States.The two countries adhere to the unity of instrumentality and humanism in language education for early children and pay attention to the comprehensiveness of language development.The language domain standards of the United States focuses on the interpenetration of language and culture,provides support for the language development of children with special needs,and emphasizes the shift to early reading and writing in language development.The language domain standards of China and American United States also embody the orientation,one is "whole language education" and the other is "balanced education".(5)Though comparative analysis of the implementation status and implementation effect of the language domain standards between China and the United States,it shows that there are great differences in the implementation status,process and effect between China and the United States.The current situation of the implementation of "language domain standards" in China is not as optimistic as that in the United States on the whole;the perception and recognition of the implementation of "language domain standards" by the teachers interviewed in China are relatively low;On the basis of data,the total mean value of the implementation effect measurement of the teachers interviewed in the United States is higher than the total mean value of the implementation effect measurement given by the teachers interviewed in China.The research on language domain standards between China and the United States gives us some enlightenment and reflection.On the one hand,the enlightenment to the revision of language domain standards in China is that the revision of standards should be stable and developmental;The standard revision needs to consider the continuityand the stage;The standard revision needs to consider comprehensiveness and individuality;The standard revision should pay attention to the unification of guidance and operation;the standard revision requires a balance between uniformity and suitability.On the other hand,the enlightenment to kindergarten language education is to improve the professional development level of preschool teachers;To build the support system for the implementation of language domain standards;To develop the language learning and development program and evaluation system for children in China.