The Research Of Parents’ Demand For Preschool Education Under Social

The service property of preschool education indicates that in complying with the law of education, preschool education should also reflect the society’s basic positioning on pre-school education, respond to the demand for pre-school education from different classes and consider the issue of demands in the big background of social mobility. This paper aims to treat disadvantaged children’s educational needs the perspective of their parents, and analyzes the educational need expression and focus from the parents of leftover children and migrant children. Moreover, the intergenerational educational need is another important research issue.The analysis on the data from the parents of leftover children and migrant children indicates that:parents of leftover children and migrant children have significant differences in three aspects of the family social and economic statuses, among which the families of leftover children get the lowest scores, and families of urban children get the highest; the three groups of parents have significant differences in demands for childcare and teachers, and the score for the need of parents of leftover children is significantly lower than that for parents of urban children; the three groups of parents only have significant differences in demands for teachers, and on the whole, the three groups of parents get higher scores.The intergenerational analysis on the educational needs finds that two generations of parents have no differences on the overall and in four dimensions; two generations of parents have different demand focus to the questions, grandparents get higher scores in primary and art education; economic capital and social capital have predicted effect on the needs of the two generation parents.In summary, the analysis on the data for parents of leftover and migrant children shows that:(1)parents of leftover, migrant and urban children belonging to different social classes have the progressive nature in expressing their own class need, among which, parents of leftover and migrant children have more basic demands, while parents of urban children have the expected type demands; (2)leftover children are facing more risk factors in their far and near environments, which have constructed the pressure in their lives, make them in more unfavorable situations and the vulnerable position gets more obvious; (3)parents of leftover and migrant children focus on the need of collective deficiency, ignoring individuals’difference demands; (4) based on the high satisfaction rating of their own payment capacity, parents of leftover and migrant children lack the intuitive awareness on the result of high-quality care and education, so this is not equal to appropriate education development, and these two are not the simple cause and effect relationship. The analysis on intergenerational educational needs shows that:(1) intergenerational parent education need is of the subsystem of its educational concept, and the latter is subsystem of the educational concept of this rural area, which is crossed and a complex system expanding from small to big; (2)the demands for early childhood education content by the two generations of parents have both traditional and modern orientations; (3) wherein, the demand of grandparents focuses on the explicit academic skills and artistic skills, relatively speaking, parents’focus lies in the implicit good conduct and quality; (4)economic capital and social capital would influence the educational needs of the two generations of parents.