The Comparative Study Of Pre-school Education Curriculum Policy Content Between Singapore And China Since The21^st Century

The history of Singapore is very short. Since the independence, Singapore’spre-school education has begun to develop rapidly. Entering the21stcentury, in orderto comply with the requirements of global competition, Singapore has developed theeconomic reform. Meanwhile, it has also made a series of reforms in the field of basiceducation, especially the reform of pre-school education courses. In2003, theMinistry of Education of Singapore developed a kindergarten curriculum framework.This is the first official document about the pre-school curriculum of Singapore. In2012, after nearly10years development, the Singapore government and EducationDepartment revised the kindergarten curriculum framework. It was Nurturing earlylearners: A Curriculum Framework for Kindergartens in Singapore. The curriculumframework introduced and interpreted the details of the pre-school educationcurriculum, such as goals, concepts, contents, implementation, supervision andevaluation. To large extent, it can guide the pre-school teachers to help children gainthe necessary knowledge, skills and emotion.Since2001, China has promulgated and implemented the kindergarten educationguidelines (Trial) over ten years. While promoting the development of pre-schooleducation, there were some questions during the implementation of the compendiumsuch as preschool curriculum tend to be primary school, pre-school curriculumbeyond the outline. Therefore, with the development of social economy and the updateof pre-school education, the author thinks that it is necessary to re-examine ourcountry’s pre-school education curriculum policy. According to the development of thetime, it is necessary to undertake the new compendium’s pre-school educationcurriculum goals, ideas, contents, implementation and evaluation of its elements.By using the literature method, comparison method and the content analysis of thepolicy, the article analyzed the Singapore’s pre-school education curriculum goals,concepts, implementations, supervision and assessment of pre-school educationcurriculum elements and compared them to our pre-school education curriculumelements. After that, it concluded the characteristics of the Singapore’s pre-school education courses as well as the contents of the reference for our country. At the lastpart of article, the author made a summary and analysis. From four aspects such aspreschool education curriculum goals, pre-school education curriculum ideas andprinciples, the pre-school education curriculum content and preschool curriculumevaluation, the author put forward opinions and suggestions that our country need tolearn and refer.