A Research On Evolution Of Preschool Education Policy In USA Under The Sight Of Fairness

In today’s context of the international community, the education equitable has become the mainstream values of the international community, to promote equality of educational opportunity is the embodiment of an important lever of educational equity, but also one of the important right of the child to education. Vigorously develop and universal pre-school education is the most important part to achieve equality of opportunity in education and to promote education fair. In our country, pre-school education is still in the early stages of developing, have a lot to problems in policy formulation and implementation, the phenomenon of "kindergarten difficult and expensive for admission" is seriously restricting the pace of China’s education fair. Compared to China, the United States since the1960s, the federal government promulgated a series aimed at developing pre-school education, especially vulnerable groups of children of pre-school education Policy Act, vigorously popularize promote pre-school education fair. Study the evolution of the characteristics of the U.S. federal government pre-school education policy, summed up the strategy to promote equity in education, can provide a useful reference for our reference.This paper is froming the perspective of educational equity, through cross-sectional analysis of policy evolution, to seeking effective strategies to promote educational equity for equitable development of pre-school education provide relevant reference value. This paper includes five chapters.It begins with the analysis of evolution of the pre-school education policy text characteristics of the federal government through the literature method, history method, namely the federal government to disadvantaged children in the innovation and extension of the financial security system; Low-income families participation in content and power’s rich and expansion; Kindergarten internal resources construction of the curriculum, teacher training and the development of quality assessment and improvement. Through its evolution characteristics, the preschool education fair development cannot leave the government policy support, the participation of family and kindergarten internal resources optimization, only under the unified planning, focus on the disadvantaged children’s help, to effectively promote the development of education fairness. Combining with the experience of preschool education in the U.S., our country should focus on government policy tilted, vulnerable families to participate by funding of and training, kindergarten to optimize internal resources, etc.