Research On Preschool Education Policy In The Period Of The Late Qing Dynasty And The Republic Of China

During the thousands of years of Chinese ancient education history,preschool education has always existed as a spontaneous,disorderly and closed form of family education.Chinese traditional preschool education is backward in concept,system,policy and practice,having unclear boundaries with primary school education.It gets insufficient attention from both the government and the civilian society and is not pushed,guided,standardized and supervised in the respect of preschool education policy formulation.However,in the long history of Preschool Education in feudal Society,China has accumulated a lot of historical experience and theory,such as Establishment of Salesian institutions,sages' idea of the importance of preschool education,the court preschool education policy,etc.,which have laid a certain ground foundation and policy rational foundation for the policy formulation and implementation of preschool education in the late Qing Dynasty.After the Opium War between China and Britain in 1840,China entered the modern society.Her political,economic and cultural educational structure began to change but the changes in the education of culture,especially the preschool education,were very slow.From the Westernization Movement in the 1860 s to the New deal of the late Qing Dynasty in the early 1900 s,the education reform mainly involves higher education,professional education,academy reform,imperial examination policy,etc.,and has little influence on basic education.There was little separate basic education policy.It is even more so for the policy of modern preschool education,and the influence of other modern educational policies on preschool education is even difficult to find.This continued until 1902,when the Guimao system was promulgated.In 1904,the Qing government promulgated the school charter,in which the Charter of the Mengyang Home and the family education law were formulated specifically for pre-school education.This is the first law of preschool education in modern China.It identifies the name of preschool education institutions in the form of state educational system,and also marks the modern transformation of Chinese traditional preschool education.Preschool education in China began to move away from the traditional feudal education model,which was carried out by families in the past,and turned to be organized and implemented by specialized social educational institutions.All over the country began to establish pre-school institutions-Mengyang homes in accordance with the articles of association.In 1907,the Qing government revised and supplemented Guimao School system,promulgated the articles of Association for female normal Schools,stipulated the training of preschool teachers,and brought the training of preschool care personnel into the formal educational channels.In 1911,the Ministry of Education decided on the rules for the implementation of the articles of Association of Local Science,which also provided for preschool education.The introduction of these preschool education policies is the result of the rapid change of Chinese society from tradition to modern preschool education.The development of preschool education policy in the early period of the Republic of China was based on the breaking of the old and the establishing of the new in the late Qing Dynasty,but was influenced by the changes of the political situation.At that time,the struggle of educational reform and rehabilitation was fierce,which was reflected in the policy of preschool education.In this period,the new educational aim was established,the preschool education was brought into the school system and the Mongolian foster garden system was also established as part of the national school policy.The basic section status of kindergartens in school system is defined.The school system defines Mengyang as a subsidiary of other educational institutions and is no longer attached to babysitters and observances.This marks the normative,scientific,professional degree of preschool education has improved.According to the rules of "Nonzi Gui Chou system",the educators of Mengyang homes are called nannies,and nannies are trained by normal schools.In the late Qing Dynasty,the old-style nanny workshops and nurseries were gradually abolished and replaced by the formal institutions for the training of kindergarten teachers,and the training institutions for the teaching staff began to be normalized and standardized.The Ministry of Education has also promulgated the "rules for normal Schools",which provide for the educational requirements of normal schools,the setting up of nannies for Mengyang homes and the setting up of affiliated Mengyang homes.In terms of policy implementation,the scale and quality of preschool education have improved.Women's normal schools have nursemaid workshops,and independent schools or training institutions have been set up.From the establishment of the Nanjing National Government in 1927 to the outbreak of the Anti-Japanese War in 1937,the political situation was relatively stable and the economy developed relatively rapidly,which was the golden period of the educational development of the Republic of China.Since the pre-school education policy established in the early period of the Republic of China made clear the status of preschool education in the educational system,the scale and quality of kindergartens as well as the training of kindergarten teachers have made remarkable progress,such as the continuous introduction and impact of overseas preschool education thought in modern times,the experiment exploration,the theory research and the practice diligently to the preschool education carried on by preschool education experts and people of insight.After the new cultural movement,the propaganda of the importance of pre-school education,the ideological system of foreign preschool education and children ' s rights and interests by newspapers and magazines,as well as various kinds of media,promoted the rational cognition of the government,the officials of the Ministry of Education and the Chinese toward the preschool education.In order to promote the rapid,healthy and healthy development of preschool education and to achieve the goals of scientific,democratic and normative development,the Nanjing National Government promulgated a series of related pre-school education policies.On the one hand,it shows that the government attaches importance to preschool education and pays attention to the attitude of child welfare,such as International Children's Day,the establishment and implementation of the year of the Child.On the other hand,the relevant regulations have been promulgated in various fields of the elements of pre-school education development.The organization of preschool education and teaching have rules to follow,effectively enriched the policy resources of preschool education.These policy elements include pre-school education curriculum,management agencies,allocation of funds,teacher training and institutional building.In the process of accepting the thought of overseas preschool education and promulgating a series of preschool education policies,China's modern preschool education policy system began to be constructed.After the outbreak of the War of Resistance against Japan,Japanese imperialism's crazy aggression brought a heavy loss to Chinese preschool education.Some kindergartens were destroyed by fire,others were forced to close down,and the number of kindergartens dropped sharply.However,under the background of national survival crisis and sustainable development,in response to the need of war,the National Government has also adopted a series of wartime policies and measures to preserve and develop preschool education,and revised and supplemented the principles and policies of preschool education.From the clarity of the general program of preschool education in wartime to the promulgation of the education policy for difficult children,to the promulgation of the Kindergarten rules by the Ministry of Education and the Establishment method of Kindergarten,the continuation and evolution of the pre-school education policy during the Anti-Japanese War were further explained.Although the establishment of wartime educational policy is the product of contingency,it also provides the system and management for the development of preschool education in this special period.In the implementation of pre-school education policy,in addition to kindergartens and infant teacher training institutions,some child welfare stations and relief organizations for needy children have also been set up and played an active role.Many early childhood educators and people who love the cause of early childhood education continue to probe into many theoretical and practical problems of early childhood education,and explore and practice such problems as preschool education system,curriculum,early school age,high-level teacher education and so on.After the victory of the War of Resistance,a brief period of peaceful development was ushered in,but in a short time,people who had just escaped from the suffering of the war fell into another disaster.After the civil war broke out,serious inflation appeared in various parts of the country,and people's livelihood was difficult.The volatile political situation has forced the government to pay no attention to pre-school education,but to focus on political,relief and other urgent issues,which is undoubtedly made worse for pre-school education,which is already underfunded.At the same time,the practice and active advocacy of advanced social groups,the enthusiastic concern and support of all sectors of society,and the indoctrination and typical demonstration of the concept of children's welfare and protection became an effective supplement to the government's pre-school education policies and measures.Through combing and studying,we can find that from the late Qing Dynasty to the beginning of the Republic of China learning from Japan,to the Beiyang government learning from Europe and the United States,and then to the Nanjing National Government an independent and scientific pre-school education policy system are gradually formed in China.The form of preschool education intersects influences and restricts the process of policy making and execution,and forms a typical model of good interaction.The process of policy making of pre-school education in the Republic of China is also a process of its localization.During the process,various elements of policy making are growing and balancing in the game.It has gone through a difficult course from copying foreign experience to combining the reality of China,actively seeking for transformation,and finally realizing the localization of China.This course has typical theoretical and practical innovation value for explaining the special phenomena of preschool education development in China and how to draw lessons from the experience of western developed countries.It enlightens us that on the basis of unceasing revelation of the law of preschool education development,we should strengthen the exploration of internationalization and localization of pre-school education policy formulation,promote the process of legal construction of pre-school education policy,and ensure the financial support for the development of pre-school education,excavate the humanities and social value of preschool education and strengthen the effect of preschool education policy.Only in this way,can China's pre-school education policy formulation move forward on a healthy track,serve the construction of a modern preschool education system,and make up for the shortcomings of pre-school education and serves and guides the construction of a modern educational system that meets the needs of the new era of economy and society.