The Investigation Of Pre-school Education In Remote Pastoral Areas Of Middle-eastern Inner Mongolia In Education Fairness

Education is the cornerstone of national rejuvenation. The justice of education is an important foundation for social justice. Pre-school education is an main part of basic education, the foundation stage of school education and lifelong education. Therefore, pre-school education is a foundation to achive education equality and equal opportunity. In the fair perspective to look at pre-school education, we found that comparing to compulsory education, secondary education and higher education, pre-school education, there exists more and more serious equity problems, such as in between regions, urban and rural areas, the nurseries among preschool children. Among the pre-school education, there are different between groups significantly, showing a great injustice, especially, there is a big level gap in remote pastoral areas and central cities of pre-school. Years of life, stand young school. Developing pre-school education is related to the hundreds of millions of pre-school children's healthy, the vital interests of millions of households, and state and nation's future. Therefore, reducing regional disparities, urban-rural gap should start from pre-school. Pre-school education in rural is the focus on development and potential lies of China in future. Overall, pre-school education is still the weak link at all levels. Rural pre-school education which is the weak link of early childhood education, widespread concern by the community, and many scholars have conducted research on this, but specifically targeted for pre-school education in remote pastoral areas not many research projects. Thus, in recent years, national education sector began to focus on the problems of early childhood education in rural areas, poor regions and remote areas.In this reseach, as the theme to study about four remote pastoral areas of Inner Mongolia countryside. The purpose which is according to show current status and characteristics of pre-school development from specifically and comprenehsively. On the basic of various aspects of the actual situation, specific, and a certain educational theory and educational policy to put forward practical and feasible pre-development strategy in remote pastoral areas of Inner Mongolia, for the reform and development to help pre-school education in remote pastoral areas, and then efforts to reduce the large gap between urban and rural areas.In this study, using side observation, interview and literature method. In Study, through the actual situation of remote pastoral areas geographical location, traffic conditions, regional economic conditions, the annual per capita income, population distribution, population by educational level, pre-school children the number of pre-school children enrollment rate, kindergartens number of nursery distribution, pre- education, incentives, administrative features of early childhood education, kindergarten management, environment and facilities, kindergartens, child care teachers in the basic situation, kindergarten education or curriculum, kindergarten fees, the village teaching point of the situation, kindergartens and so on, to understand the facts. Summarizes the pre-pastoral areas in the remote eastern part of the development of common and differences, and analysis from the perspective of educational equity in remote pastoral areas, there is the difference between pre-school development, and further development and promotion of pre-school education in the eastern part of the development of rural and pastoral areas Management recommendations: First, pre-management recommendations proposed by the Government: Government reform ideas, clarify their responsibilities pre-school education; to increase funding for pre-school education spending, improve the conditions of office parks; provide a variety of preferential policies to encourage public investment or Office Park; Improve the treatment of early childhood teachers and give teachers the opportunity to participate in education and training; building material security conditions for the development of pre-school education; second, pre-school preschool institutions management recommendations made:for the park and children's own characteristics, improve education and teaching activities; improve the environment for the creation of kindergartens; based on social needs and national characteristics, flexibility in the use and development of local materials; nursery school through the parents are held regularly to promote the concept of parent education and behavior change.