Research On The Problems And Countermeasures Of Promoting Inclusive And High-quality Development Of Preschool Education In Shenzhen

This article takes the promotion of inclusive and high-quality development of preschool education in Shenzhen as the research object.It adopts methods such as literature research,social survey research,and case analysis,and applies public management theories such as governance theory and government tool theory to conduct a case study of Shenzhen as a "sample".This study suggests that promoting the inclusive and high-quality development of preschool education includes four aspects: the government is the main body of promotion,and collaborative governance should be carried out between governments and departments;Diversified subject participation to enrich the supply of inclusive and high-quality resources,and improve the mechanism of individual and overall coordinated development;Establish a quality assurance mechanism centered on high-quality teaching staff to narrow the gap in the quality of childcare and education;Modernize the governance of preschool education and enhance public participation.In the analysis and research of the current situation of promoting inclusive and high-quality development of preschool education in Shenzhen,this article sorts out the history of preschool education reform and development in Shenzhen,divides it into five stages,analyzes the causes and drawbacks of market-oriented measures,and the reasons and path choices for returning to government leadership.Shenzhen has taken four measures to promote the inclusive and highquality development of preschool education: government led public welfare undertakings with financial investment,establishing a comprehensive subsidy mechanism,stabilizing and improving the treatment of preschool teachers,and enhancing educational governance capabilities;There have been significant improvements and achievements in education fairness,quality of care and education,modern governance capabilities,and public satisfaction,but there are also four problems: the subsidy adjustment mechanism is not flexible,and the education financial investment mechanism is not perfect;The impact of the registered residence system has not yet achieved equality of opportunity,and the total amount of high-quality resources is insufficient;The construction of the teaching staff has encountered bottlenecks,and there are structural defects in the allocation of high-quality resources;Educational governance has not addressed historical legacy issues.The reason for this is that the government’s leading responsibility for developing preschool education needs to be strengthened,the government’s attention to the demands of demand entities is insufficient,the allocation system for public and private teachers needs to be broken through,and the modern governance capacity of government education needs to be improved.This study suggests that Shenzhen should increase financial investment and establish a government resource allocation mechanism for preschool education with the goal of high-quality balance;Establish a high-quality resource allocation mechanism based on the permanent population with the goal of equal enrollment;Improving the treatment of teachers and improving the quality of childcare and education,promoting the high-quality and diverse development of preschool education;Improve the modernization level of education governance system and capabilities,and improve the management mechanism of modern preschool education services.This study suggests that there are many macro theoretical discussions on the inclusive and high-quality development of preschool education in China,but few micro case studies.Taking Shenzhen as an example,studying the inclusive and high-quality development of preschool education has very important practical reference significance.On the one hand,it provides policy recommendations and references for Shenzhen and China to promote the inclusive and highquality development of preschool education.On the other hand,it enriches and expands the number and types of case studies on the inclusive and high-quality development of preschool education in theory.