Study On Urban-rural Gap Of Preschool Education In China

Preschool education plays an important role in children’s growth. It is the foundation of children’s physical and mental development. Almost all countries attach importance to preschool education, especially in the developed countries, which has already formed more mature preschool education theory and teaching practice. At present, the development of preschool education theory and practice in our country is still relatively lagging behind, especially the obvious gap between rural and urban areas in the quality level of early childhood education. All of these have an affect on the promotion of the overall population quality. Therefore, Studying early childhood education theory and learning lessons from foreign experience in early childhood education will be of great significance to our country to gradually improve the preschool education system, narrow the gap between urban and rural preschool education, establish inclusive preschool education, to enhance the overall national quality, and realize the comprehensive construction affluent society’s goal.In China, the preschool education is not belongs to the compulsory education,actully, preschool education resources is still relatively scarce. Because of the influential factors such as the existence of dual economic structure between urban and rural, and children’s education investment system, the gap between urban and rural preschool education in our country is huge. This article, through investigating the basic status of urban-rural preschool education, trying to carried on the quantitative analysis the current development gap between urban and rural preschool education,and probe into the cause of the gap, then puts forward several suggestions on narrowing the preschool education gap between urban and rural areas.In this paper, the author integrate the use of the combination of qualitative and quantitative research methods, related issues has carried on the theory and quantitative analysis.This paper is divided into five sections:First is the introduction sections, mainly introduces the research background,significance, current research status, research methods and research framework, as well as innovation and deficiencies.The second section is the related theory of early childhood education and education equity, mainly introduced the preschool education theory by Froebel andMontessori, also the education equity theory by Huyssens and Amartya sen.The third section studies the gap between urban and rural areas of early childhood education status, this part firstly introduces the basic situation of Chinese early childhood education. And then focuses on the development of Chinese preschool education gap between urban and rural areas, comparing the resources possession and teaching conditions of urban and rural preschool education institutions, and the gap between the opportunity for urban and rural children entering kindergarten.The fourth section in this paper analyzes the causes of early childhood education gap between urban and rural areas in our country, this part mainly interpret the formation of early childhood education gap between urban and rural areas in the following aspects: dual urban-rural economic structure, early childhood education investment system, rural preschool teachers’ encouragement and rural family education and so on.The fifth section is the countermeasures dealing with the gap between urban and rural preschool education, first of all, emphasize the government responsibility to promote education fairness, including improve early childhood education investment system and strengthen the management responsibilities of the local education department. Secondly, we should to accelerate the construction of preschool education professional teachers groups, not only to improve the level of the rural preschool teachers’ salary, but also to emphasis the rural preschool teachers’ professional qualities. At last, in the way by improving the rural parents their own quality and the transformation for their mode of education to finally improve the quality of rural children’s family education.