Education Science ›› 2020, Vol. 36 ›› Issue (3): 85-90.

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Institutional Changes of Preschool Education in China: Trajectory, Logic and Trend

Qu Tiehua, Wang Hongjing   

  1. Faculty of Education, Northeast Normal University, Changchun Jilin 110024, China
  • Received:2020-02-26 Online:2020-05-15 Published:2020-08-12

Abstract:

After the founding of the PRC, the new school system incorporated preschool education into the school system. In the past 70 years, the preschool education system has gone through a period of establishment and politicization (1949-1977), a period of rapid development compatible with a market economy (1978-2009), and a period of taking multiple measures to comprehensively deepen reform (2010-present). Based on analysis framework of historical institutionalization, the change logic for preschool education system in China is that the macro level objective is driven by politics, economy and information technology, while the micro level is influenced by stakeholders’ demands for fairness and quality, and the change is under the common tension of the two. In the new era, the preschool education system will adhere to the government’s overall planning of social participation, promote the legislative process of preschool education, strengthen preschool information education, uphold the concept of preschool education equity, follow the child-oriented value orientation, and promote the modernization of preschool education.

Key words: preschool education, educational institutional, institutional changes

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