Abstract:

Since the founding of the People’s Republic of China, China’s kindergarten teacher policy has gone through three different periods: exploratory period (1949-1977), normative period (1978-2000) and reformatory Period (2001-2019). It shows some distinct logic: the pursuit of policy value shifted from efficiency to fairness, the management functions of government shifted from centralization to macro-controlling, the professional standard of kindergarten teacher shifted from knowledge-oriented to ability-oriented, and the kindergarten teacher education shifted from closing to opening. Looking to the future, we should persist in the principle of fairness in the disposing of kindergarten teacher education resource, adhere to the the leading role of government by promoting the government’s macro-control, strengthen China’s kindergarten teacher education system and deepen the reform of management system of kindergarten teacher by legislation.

Key words: the 70 years of China, kindergarten teacher, teacher policy