On The Development Of The Fairness Of Early Childhood Education Policy By American Federal Government After World War Ⅱ

The early childhood education has great effect on the children, so only if theeducation fairness during this period was guaranteed, each child’s fully success can beexpected. The policy is the guideline which leads the development of early childhoodeducation. Therefore, the fairness of the policy is the key to education fairness or evensocial fairness. In China, before the17thNational Congress of CPC, because thecentral government didn’t take the early childhood education much for granted, thesystematic policy wasn’t carried out to directly administrate the development of earlychildhood education. Therefore, there were many unfair phenomena existing in theearly childhood education area, which went against with the concept of educationfairness. After the17thNational Congress of CPC, the central government paid muchmore attention to the early childhood education especially to the early childhoodeducation fairness.The American federal government has paid much attention to the early childhoodeducation since the end of World War Ⅱ, and has made series of policy to solve theexisting problems on early childhood education unfairness. This thesis analyzes thefairness of early childhood policy made by American federal government since theend of WWⅡ according to three historic development periods, which are1950s-1970s,1980s-2000and after2000. The theory which this analysis based is theeducation fairness which includes the opportunity fairness, the process fairness, thequality fairness and the outcomes fairness. Through analyzing and comparing, theconclusion can be made as follows: firstly, the federal early childhood policy mademore and more at-risk children get access to the early childhood program to ensurethe opportunity fairness; secondly, the federal early childhood policy distributed theeducation resources according to the fair rule, which in order to ensure the earlychildhood children living in different situations and areas can use the educationresources equally; thirdly, the federal early childhood policy gave out more and morefund to improve the quality fairness, by setting up the standards for child developing,teacher preparing and professional developing, as well as the agency certification,which in order to ensure the quality fairness; last but not the least, after entering the21stcentury, the federal early childhood policy focus on the objective of schoolreadiness, which can be conceived as the pursuit of the outcomes fairness.Therefore, many experience and lessons can be drawn from the development of the fairness of early childhood education policy by American federal government,which are very useful for the systematic construction of early childhood educationpolicy in china which aims at bringing overall fairness to the early childhoodeducation area, even to the whole society.