Research On The Cooperative Supply Of Educational Welfare For Inclusive Private Kindergartens

If the system has stopped,it cannot be favored by the universal welfare system and it can be achieved in one step.In light of the current state of social development,the transformation of inclusive welfare system must uphold the principle of appropriateness.Second,we will actively build a cooperative welfare supply mechanism.Pre-school education has its own charity and obligation characteristics.The education and welfare provision system should give full play to the coordination and cooperation functions oThe Ministry of Civil Affairs proposed in October 2007 that the reform of China's social welfare system should gradually shift from supplemental social welfare to moderate general welfare social welfare.China's traditional child welfare system,which mainly consists of supplemental and disadvantaged benefits,has entered an accelerated transition.process.The National Outline for Medium-and Long-Term Education Reform and Development,promulgated in 2010,has for the first time actively supported the development of inclusive private kindergartens.Since then,the transformation of inclusive social welfare systems has been well integrated with preschool education.The reform and reform of the system formally began.The research and development of early childhood education welfare has become a research hotspot in the field of child welfare.With the development of inclusive non-governmental kindergartens in recent years,this study takes the welfare triangle theory as the analytical framework to study the educational welfare of children in kindergartens.This article hopes to answer the following doubts through empirical research: First,what is the educational welfare status of preschool children in public kindergartens?What are the levels and differences in access to educational welfare for different groups of young children? Second,what are the respective responsibilities of welfare triangle providers in the supply of preschool early childhood education benefits for inclusive kindergartens? What are the different priorities for different education welfare indicators?Is there a transfer of responsibility during the supply process? Third,what kind of model will the pre-school-age children's educational welfare provision system be used to promote the cooperation and balance of the main supply of the welfare triangle,and steadily improve the level of pre-school education welfare? In this study,a combination of qualitative and quantitative methods was used to analyze the accessibility and supplyof preschool early childhood education benefits for private kindergartens.At the same time,this study divided the content of early childhood education welfare into three categories of indicators: educational fund welfare,education opportunity benefits,and education support benefits.It is listed separately in the welfare provision of market supply providers represented by inclusive private kindergartens.The basic education welfare indicators constituted by school building welfare,material welfare and teacher welfare,while the provision of early childhood education welfare benefits mainly involves funds,materials and services.Through a survey of Xichong County,Yilong County,and Langzhong City,subordinate to Nanchong City,a total of 294 surveys on preschool children's education welfare status in 7 inclusive kindergartens were conducted.The study found that: First,China's private non-community kindergartens The overall level of preschool early childhood education welfare gains was low,and the welfare status of different young child groups tends to be consistent,and there is no obvious difference in welfare acquisition.Second,the original family still bears the leading role in the provision of educational welfare.Extended families do not play a strong mutuality function in the process of educational welfare provision.The state can protect early childhood education welfare and play an increasingly important role in the supply of education funds and welfare.The greater the subsidy function,and the market's basic education welfare supply has improved to a greater extent,but it is still in a low-end state of welfare provision.Third,the concept of supplemental social welfare has a greater impact,but the transitionary trend of inclusiveness has become increasingly strong,and preschool early childhood education welfare has moved toward a more abundant and higher level.Based on the above research contents,this paper conducts the following policy discussion on the issue of educational welfare for preschool children and groups in private kindergartens: First,steadily promote the transformation of the preschool education welfare from the deficiency-filled type to the inclusive one,and it is impossible to adhere to supplemental welf the welfare triangle supply main body.Under the guidance of the government,based on the original family,it fully mobilizes the family's mutual-economy function and active Development market welfare provision.Third,try to build a family-supported welfare policy.The development of education and welfare services is particularly important under the reality that parents are generally lacking supplementary education and welfare services.Family-supported welfare policies are conducive to guiding and regulating the development of educational welfare services and the absence of family-assisted education and welfare services.Effective compensation.