The Study On The Integration Education And Care Reform Of The Pre-school Education In Sweden Since 1990s

As the initial stage of life, under the research of many fields such as brain science,psychology and pedagogy,pre-school education attract tremendous attention in recent years.In the past it has been ignored,and now it as a part of the lifelong education system.Recognize the 0-6 years old as a critical period of life, many countries national education has gradually reached a consensus, preschool education is no longer limited to 3-6 years old, it should be extended to 0-6 years old.For the the status of divide on the 0-3 years old and 3-6 years old education, the integration education and care of the pre-school education become the current international trend.In the 1990 s,Sweden recognize the importance of educare, brewing for a long period after germination and with a series of actions.Such as integration of early care and education administrative organization in the same sector,introduced a national unified pre-school courses,devoting to promote the healthy development of preschool education. The educare of Sweden pre-school education has been making some progress, it was praised by kinds of international organizations.Besides,the various aspects of the preschool education are used as models.This study mainly divided into five parts.from background of Sweden pre-school education educare reform,analysis the main measures and results in practice of reform,then analysis the reform value orientation, experience and challenges, and finally combined with the present situation in our country, puts forward some proposals for the reform of preschool education educare.The first part mainly introduces the background of the reform of educare of Sweden pre-school education since 1990 s.Firstly,under the background of theglobalization era,it driven by a trend of pre-school education educare. Secondly,with rely on the OECD the basis of early childhood education and care research policies.Thirdly,the direct reason of educare reform is the need of the development of Sweden pre-school education itself.The second part of this study describes the measures of Sweden pre-school education educare reform since 1990 s.This process includes mainly to summarizing the ECEC administrative institutions, unifying national ECEC curriculum framework,integrating and constructing the ECEC teaching team, optimizing the ECEC charge system,and how to set up ECEC quality supervision system.It’s all to ensure its effective implementation.The third part provides an further analysis of the results of Sweden pre-school education educare reform since the 1990 s.This section focuses on the positive impact of the pre-school education educare reform.During this reform, many changes have taken place in Sweden pre-school education areas:This positive impact is reflected in the establishment of the local government strengthening ECEC organization management,the ECEC curriculum framework implementation integrated implementing,qualifications of ECEC staff gradually into balanced, ECEC cost system has been improved,ECEC quality has been raised.The fourth part focuses on assessment of Sweden pre-school education educare reform since 1990 s.This part involves value orientation, experience and challenge of the reform.the reform adheres to three value orientations,such as the lasting impact factors is the interests of the state, education fairness, guarantying the quality.Reform experience includes keeping continuity and integrity, puts the interactive cooperation to promote the reform.Based on the analysis, the reform of Sweden pre-school education educare still exists pres-chool education curriculum "schoolification", the extent of educare still needs to be deepened.The fifth part concludes that enlightenment of Sweden pre-school education educare reform since 1990 s to our country. Bases on comprehensive analyzing the background, measures, effectiveness, value orientation, the experience and the challenge of Sweden pre-school education educare reform,to summarize positive experiences to development of pre-school education in China.This analysis lays the foundation for uncovering the implications for internationalization of pre-school education in China.These implications include: establishing a unified administrativemanagement system, setting out national standards for preschool education curriculum,integrating ECEC personnel qualifications, establishing scientific ECEC cost system,building ECEC quality guarantee mechanism.