Research On The Development Of The US Federal Government’s Policies For The Pre-school Education Of Disadvantaged Children After World WarⅡ

Pre-school education of disadvantaged children is a difficult education problem that has attracted wide attention. The disadvantages faced by disadvantaged children not only hinder their own development on the one hand but also affect national human resource development and elevation of overall national quality on the other hand, bringing unpredictable hidden hazards to future society. Since World War Ⅱ, especially since the1960s, the pre-school education of disadvantaged children has received a lot of concern in the United States. The US Federal Government has brought in relevant policies for solving the education problem with disadvantaged children and achieved positive results. Compared with the United States, China is faced with a more prominent education problem with disadvantaged children and the implementation effect of national policy remains to be improved. Although there exist inherent differences between China and the United States, there are some similarities in issues concerning pre-school educational policies for disadvantaged children and there exists common regularity. Therefore, the study of the US Federal Government’s policies for the pre-school education of disadvantaged children after World War Ⅱ is of great enlightening significance to China.The main contents of this paper fall into three parts:Chapter1, Brief review of the development of the US Federal Government’s policies for the pre-school education of disadvantaged children before World War Ⅱ. The background of the pre-school education of disadvantaged children of the United States, ideological basis of policies for the pre-school education of disadvantaged children of the United States, relevant measures and influence of such policies are stated in brief.Chapter2, Context of the development of the US Federal Government’s policies for the pre-school education of disadvantaged children after World War Ⅱ. System combing of the development period with safeguarding natural status as the objective, the development period with safeguarding national balance as the objective and the development period with strengthening national competitive advantages as the objective are conducted respectively in terms of background, measures&influence and insufficiency.Chapter3, Reflection on the development of the US Federal Government’s policies for the pre-school education of disadvantaged children after World War Ⅱ. The effect of such external powers as social needs, productive force development and cognitive update on the US Federal Government formulating policies for the pre-school education of disadvantaged children is stated objectively, with the basic features of this development process summed up. Based on the two aspects above, several thoughts about the formulation of policies for the pre-school education of disadvantaged children are put forward:the government should adjust its policy formulation direction and intensity based on social needs; the government should use updated intelligence to maintain continuity of its appropriate policies; the government should adjust relevant economic indicators in a timely manner based on the development of productive force, which can provide some reference for the formulation of policies for the pre-school education of disadvantaged children in China.