The Reform Of Early Childhood Education In The UK Since The 1990s And Its Enlightenmen

As the reform of preschool education progresses globally,the articulation of young children,a central issue for the development of quality preschool education,is a constant source of concern and discussion among governments.2017,of the organisation for economic cooperation and development(OECD)promulgated the code begins Strong Start,opened the reform articulation articulation young people localized on a global scale.The United Kingdom is the country most representative of this process.Since the 1990s,a series of early childhood transition reform initiatives have been introduced in the United Kingdom,clearly reflecting the UK government’s policy conception of preschool education and thus playing an important role in guiding and ensuring early childhood transition practices in the United Kingdom.An in-depth discussion and comparative analysis of the policies and guidelines adopted in the framework of the reform of early childhood education in the UK since the 1990s will help us to gain an overall picture of the progress,measures and characteristics of the reform of early childhood education in the UK and thus provide some kind of inspiration and reference abroad.Since the 1990s from the adoption of this research young British,the history of cohesion education reform of the cohesion fund for education reform has been divided into three successive phases: Between 1990 and 1996,the conservative government in the United Kingdom The new Labour government from 1997 to 2009 puts greater emphasis on pre-school education and promotes educational equity to improve the quality of early childhood education;The post-2010 coalition government focused on improving the quality of early childhood education by improving the professionalization of teachers and providing free kindergartens to help vulnerable families achieve good preschool education.Early childhood transition education reform also focused on socio-emotional factors beyond knowledge and skills and multi-stakeholder participation in society.A systematic review shows that reforms of transitional early childhood education in the United Kingdom since the 1990s have been characterised by an emphasis on disadvantaged groups,an emphasis on partnership building,an emphasis on multi-level cohesion and an emphasis on the involvement of various actors.Since 2010,China has successively introduced a number of reform measures such as "a number of state council opinions on the current development of preschool education," and China’s preschool education reform has also entered the period of high-quality development.To achieve a better quality of bridging between young children,strong support for pre-school education policy is required,as well as reforms and innovations in pre-school education practices.Preschool reform in China must focus more on quality and efficiency;Structure the link between nursery and primary school and balance the partnership between nursery and primary school;Focus on mobilising the initiatives of different actors,including schools,teachers,parents and society,through early childhood transition,to join forces for a new approach to early childhood transition.