A Comparative Study Between Chinese Preschool Education Curriculum And Singapore’s

In 2010, the First ever world conference on Early Childhood Care and Education(ECCE) Building the Wealth of Nations, convened by the Director-General of UNSCO, took place in Moscow. They discussed the important social value of ECCE, the responsibilities and obligations of government, the problem of quality improvement, ect. They reaffirmed their commitment to ECCE as expressed in Jomtien and Dakar, then they reiterated their determination to accelerate the achievement of Education for All(EFA) goal 1 as a prerequisite for reaching the other EFA goals,the Millennium Development Goals(MDGs). Quality as the core of EFA is the guarantee to achieve the goals of all. The improvement of quality is influenced by many factors, but the key lies in the set up and regulation of curriculum. A Curriculum Framework for Kindergarten in Singapore and Kindergarten Education Guidelines in China are used by their government to standardize and guide the children’s education. The Curriculum Framework and Guidelines have been playing a vital role in realizing the fairness and guaranteeing the quality of pre-school education.By using the literature method and comparison method, this article aims to analyze pre-school education curriculum goals, concepts, contents, supervision, implementation and evaluation of pre-school education curriculum elements between Singapore and China, and tries to find out the commons and differences between the two countries. After that, the conclusions are that both countries in the whole course of system adapt new set of views on children, knowledge, teaching and learning method, and draw on advanced International nurturing and teaching experience.In addition to that, both countries pay attention to their children’s overall development and lifelong learning, cultivating children’s emotions, attitudes and characteristics,etc. The differences are that curriculum system in Singapore is more specific, and the structural of the curriculum system is much higher than China. The content of curriculum in Singapore pays attention to the study of bilingual, and highlights the cultivation of children’s creativity and critical thinking, and the civic consciousness of children. In the process of curriculum implementation and evaluation, the government of Singapore emphasize that teacher should engage in reflective practice and continual professional learning, etc. Finally, the paper concluded several places to learn from Singapore, and summarized the development trend of pre-school education curriculum in both countries.