Research On Social Expectations Of Generalized Kindergarten And The Operating Mechanism Of Generalized Policy Of Preferences For Preschool Education

In order to promote educational equality and according to the development ofdifferent regions, the state and governments make a variety of support policies todevelop generalized kindergarten, which is a various, popular, cheap and qualifiedkindergarten. When people are confused of the phenomenon of kindergarten crunchand high fees, the generalized kindergarten brings people’s expectations inevitably.Building generalized kindergarten depends on the implementations of generalizedpolicy of Preferences. It has been described that the specific policy measures indifferent regions government. However it hasn’t studied the mutual relationship andthe mode of operation between policies. So it is necessary to deeply research on socialexpectations of generalized kindergarten and the operating mechanism of GeneralizedPolicy of Preferences for Preschool Education. Probing this problem, it can enrich thetheory of educational fair and educational administrtion. It can also providerecommendations for the government with building the generalized kindergarten thatsatisfy the public and taking the corresponding Generalized Policy of Preferences.Investigating on parents and ariagles by researchⅠ, it probes the socialexpectations of generalized kindergarten. By self-compiling questionnaire called thesocial expectations of generalized kindergarten and investigating400parents and70ariagles who are selected in the cities of Shenyang, Panjin and Fuxin. Exploratoryfactor analysis indicates the structure of the questionnaire including the kindergartenworking, the kindergarten construction, and teaching work, personnel qualifications,staffing and government responsibilities. After inspection, Alpha reliability is0.92,and the split-half reliability is0.93. Among these questionnaires,347parents’questionnaires and67ariagles’ questionnaires are returned. The total valid rate ofquestionnaire is88.1%. Combining interviews on16ariagles and30parents, theresults reveal that:(1)The parents’ expectations of generalized kindergarten is intense, theexpectatiions for each dimension are personnel qualifications, the kindergartenconstruction, staffing, teaching work, the kindergarten working, and governmentalresponsibilities. The expectations among different cities is significant difference, thehigher level of economic development, the higher expectations are. The parents’ overall expectations of public kindergarten are higher than the private kindergarten.The parents’ overall expectations of different revenue and educational background arenot significant. Different age parents’ expectations are significant difference. Thehigher age is, the higher expectations are. Judging from the various dimensions, thedifference of governmental responsibilities’ expectations between parents of differentcities, different revenue and different educational background is not significant, theexpectations of the remaining five dimensions reveals significant differences. And thehigher the urban economy level is, the higher the revenue is. The higher educationbackground is, the higher the expectations are. The differences of different ageparents’ expectations in each dimension are significant, and the higher the age is, thehigher expectations are.(2)The principals’ expectations of generalized kindergarten is strong, theexpectations for each dimension are personnel qualifications, the kindergartenconstruction, staffing, teaching work, the kindergarten working, and governmentalresponsibilities. The overall expectations of principals in the public kindergarten arehigher than the private kindergarten. From each dimension point of view, the publickindergarten principals’ expectations in the kindergarten working, staffing andgovernment responsibilities are higher than the private kindergarten. The difference ofthe kindergarten construction, teaching work and personnel qualifications is notsignificant,(3)The difference between the parents and principals’ expectations of generalizedkindergarten is not significant. The parents’ expectations in the kindergartenconstruction, teaching work and personnel qualifications are lower than principals.The difference of the expectations in the kindergarten working, staffing andgovernment responsibilities is not significant.Investigating on ariagles by researchⅡ，it probes the implementation status ofGeneralized Policy of Preferences. By self-compiling questionnaire called the statusof implementation of Generalized Policy of Preferences for Preschool Education andinvestigating300kindergartens those are selected in the cities of Shenyang, Dalian,Anshan, Benxi, Tieling and Fuxin. The content of the questionnaire is mainlyinvestigating educational quality policy, educational system policy, educationalfinance policy and teacher policy. After Inspection, Alpha reliability is0.97, and thesplit-half reliability is0.80. Finally it issues300questionnaires, and the validquestionnaires are235. The valid rate of questionnaire is78.3%. Combining interviews on6government executives and16principals, the results reveal that:(1)The overall status of the kindergarten’s Generalized Policy of Preferences isnot balanced. Both educational quality policy, educational finance policy and teacherpolicy reveal the negative state distribution. It shows that the development of abovethree policies isn’t balance. The educational system policy is less than the average. Itdemonstrates that the kindergarten appears polarization in the current development ofthe educatial system policy. The different regions kindergarten has the significantdifferences in implementation of inclusive policy. Not significantly differences indifferent kindergarten institutional. From each dimension, different regionskindergarten’s educational quality policy, educational finance policy and teacherpolicy is significant difference. The difference is not significant in terms ofeducational system policy. The different kindergarten system shows the significantdifference in the educational quality policies and teacher policy. And there is nosignificant difference in educational system policy and educational finance policy.(2)In the overall operating mechanism of Generalized Policy of Prefereces, thefour policies is significant positive correlation with total policy. And each dimensionis significant correlation. It demonstrates that there are some mutual relations betweenthe four major policies. Teacher policy and finance policy has obvious impact on theoverall. But quality policy and educational system policy aren’t obvious affect on it.Both the four policies and overall policy show a significant positive correlation indifferent cities and different kindergarten system, and there is a significant correlationbetween each dimension. Teacher policy and finance policy have the greatest impacton the overall, but quality policy and system policy hasn’t obvious affect on it.In the section of the discussion, the researcher discusses the structure of thequestionnaire, the generalized kindergarten’s expectations, and the measures andmechanisms of Gneralized Policy of Prefereces. Based on the results and thecorresponding discussions, this study discusses the corresponding recommendations,and based on the deficiency, the study provides the problems that needs to be furtherexplored.