The Problems And Countermeasures Of Early Childhood Education In Rural Areas

Currently,"the three problems about countryside,agriculture and farmers" have become one of the important contents in our party’s work. Whether the three problems are solved properly concerns the foundation and perfection of harmonious socialist society. However, as a result of the large economic gap between urban and rural aeras, China’s rural education is in a relatively lower level, especially the rural early childhood education development is not optimistic. This article discusses the developing history of China’s rural early childhood education and analyses its historical background and details according to its reform and development’s characteristics. Subsequently, taking the rural kindergarten in Qingzhou,Shandong Province for example, it analyses the existing problems and their causes of the rural early childhood education on the basis of investigation and research. At last, it defines the government’s role in early childhood education, and puts forward the advices and countermeasures of the government’s responsibilities in improving rural early childhood education. The innovation of this paper are as follows:aiming at the current problems in China’s rural early childhood education, taking a certain area for example to study and applying the investigation method. From the view of public good supply, it analyses the effect factors in rural early childhood education. On the basis of drawing on the experience of western rural early childhood education, it suggests that all level governments should play a role in developing early childhood education. These suggestions are as follows:firstly, the government should make a long-term plan for pre-school education. Compulsory pre-school education should be incorporated into the plan of compulsory education. The local governments with abundant financial resources can take the lead in amending the local regulatory documents to put the preschool education into the range of public service. The government should make a reasonable kindergarten developing plan and expand the coverage of high-quality kindergarten, while strengthening the building of low-level, low-cost kindergarten to meet low-income families’needs and ensure that every child of the right age has the opportunities for early preschool education. Secondly, the government should strengthen the financial investment in early childhood education in rural areas. Early childhood education is a quasi-public good, so the development of early childhood education can not be entirely market-oriented. The government should develop a long-term state and national perspective and ensure the investment increasing in early childhood education year by year. The government’s financial support plays a key role in the development of the current rural early childhood education and financial support is the only way to develop the rural early childhood education. Thirdly, the government should strengthen the management of kindergarten teachers. It should make strict access standards for kindergarten teachers to guarantee kindergarten teachers’qualities. It should implement the policies and regulations involved, arrange the funds for the development of early childhood education, improve the working conditions and treatment of rural kindergarten teachers to attract more outstanding kindergarten teachers. It should enhance the training of rural kindergarten teachers in multiple ways, improve their educational theory, teaching and researching ability and teaching techniques. Finally, it should strengthen the government’s guiding role in developing the rural early childhood education. Multi-departments should cooperate mutually in putting early childhood education on the agenda to ensure the implementation of pre-school management at all level. The government should adopt a multi-level system of running school, constitute the related supporting policies and encourage social funds to invest in kindergarten to help social resources playing the role in building kindergarten. It should be established a town early childhood educational management system which is cooperated by counties and towns and improved the town preschool staffs’guiding network which is composed by teaching and researching staffs from counties and towns. The bureau of education takes the lead in carrying out the specific and professional management for rural preschool education and the town education management office is responsible for formulating the specific measures and plans, so as to standardize the course planning and guide the rural pre-school education to the right direction.