The Study On The Integration Education And Care Policies In OECD Countries

As a growing body of researches recognizes that Early Childhood Education and Care (ECEC) can bring a wide range of benefits for social, economic, family and personal development. Therefore, in the world scope, ECEC has gradually received increasing attention and becomes the priority to the development of policies. For a long time, the preschool education system in China is divided into two stages,0-3and3-6years old, and dual development of preschool education is a real problem China has faced. Integration education and care for0-6years is the inevitable trend internationally. However, there are some disputations on "Integration education and care" internationally, in terms of state responsibility, administrative auspices, target population, age range, financing, types of service, staffing, setting, pedagogical approach and parent involvement etc..As a non-governmental organization, Organization for Economic Co-operation and Development (OECD) have important influence around the world. In2010, OECD launched the "Encouraging Quality in Early Childhood Education and Care" project. We can find that many OECD countries have developed more mature in the "Integration education and care". The key measures that they take to promote Integration education and care are designing and implementing early education and care curriculum and standards integratedly, integrating and unifying ECEC staff, and encouraging parental and community engagement.This paper includes five chapters. It begins with the international backgrounds, and analyzes the disputations on "Integration education and care" on an international scale through the literature research. On this basis, the paper uses the method of case, chooses the UK, Norway, Sweden, Finland, New Zealand and Japan as objects, analyzes the measures they take to promote Integration education and care. The analytical results show that the policies of OECD countries have outstanding features on the state responsibility, management, legislation and common participation.Lessons learned from OECD suggest that China should accelerate the preschool education legislation, establish an integrated management system, develop integrated curriculum and standard, attach importance to the construction of ECEC staff, and encourage parental and community engagement.