A Study On The Development Of American Preschool Education In The Latter Half Of19^th Century

During the latter half of the19th century, the United States began the greathistorical significance of social transformation, the rapid development of the economyand further deepening of industrialization and urbanization. How to improvedemocracy and relieve the internal contradictions of the capitalist society? How todeal with the huge demand for talent at all levels of economic development? How totransfer the large immigrant “American” to U.S. citizens? These all became the solvedquestions if America would like to rise and accomplish the real big country strategy. Italso proposed the extremely urgent requirements of the development of education inthe United States, especially in preschool education, because it focused on the mostmalleable and affected young children. At the same time, the natural connection of thechildren and their mother made a broader society concern for women and family, aswell as women concern themselves and society. In addition to these objectiverequirements, some preschool educators constantly improved the external preschooleducational philosophy and promoted the localization of preschool educational theorythrough their own experience, which made kindergarten have more and morecharacteristics of the United States. This paper explores preschool education as aneducational problem, even a social problem from the development of preschooleducation in American in the latter half of the19th century and the long period ofsocial development. The appearance and development of preschool education wereclosely connected with the American society.This paper covers four parts. The first part, from the point of view of historicaldevelopment, the author provides a big background on the basis of reviewingpreschool education in American and development of the United States preschooleducation in the latter half of the19th century. The second part, it mainly focuses onthe relationship between the rapid development of economic and the preschooleducation in the United States, recognizing the emergence of preschool education and development, expand the architecture of elementary education in America, andbecome the power base of the U.S. economy. In the third part, from the perspective ofwomen’s career development, it focuses on the women’s professional development topromote preschool education, and the development of preschool education to changethe status of women. The fourth part, the author analysis of the localization trend ofthought promote the development of preschool education in the United States, toexplore the development of preschool education an important role in this period of"new immigrants" Americanized.The history of development of preschool education in American is researched,which is not only of a great significance for us to understand the United States, butalso has a very important reference for the early childhood localization of China. Thisthesis expects to enrich the experience of the development of our preschool educationand provide some references for China being social transition how to develop in linewith China’s national conditions of preschool education through discussion the mutualpromotion of relations between the American society of social transition and thedevelopment of preschool education.