Study On The Present Situation Of Quality Assurance Of Inclusive Kindergartens In Liao Ning

With the proposal of “developing the development of inclusive kindergartens vigorously”,China has promulgated relevant policy documents on inclusive development.Local governments responded to the national policy in full swing to start the transformation and development of inclusive kindergartens.This new term for “Inclusive Kindergarten” has begun to move towards the development stage of preschool education in China,and is committed to providing preschool education for “fair”,“quality” and “inclusive” for school-age children in China.Through questionnaires and interviews,this paper understands the status quo of quality assurance of generalized kindergartens in Liaoning Province,and provides reference for the introduction and implementation of government policies in Liaoning Province.This study is based on the quality status and inclusive policy guarantee of the Pratt &Whitney Kindergarten in Liaoning Province,the guarantee of the park's funds,the teacher's guarantee of the park,the management of the park,the quality of education,and the material security of the park.To investigate the status quo of inclusive kindergarten security,and analyze the differences in the status quo of different cities,regions and parks in Liaoning Province.In the research process,6 administrative personnel from Shenyang,Liaoyang and Chaoyang in Liaoning Province were selected.8,different regions,different parks,8inclusive kindergarten directors,3 teachers,3 parents to carry out corresponding investigations,and in the province's inclusive kindergartens issued "Liaoning Province Pratt& Whitney Kindergarten Quality Assurance Questionnaire ",a total of 938 questionnaires were distributed to the heads of general hospitals in Liaoning Province,and 825 valid questionnaires were collected.The recovery rate was 87.77%.Later,using software such as spss23.0,the results of this study showed that:1.Quality status of general welfare kindergartens in Liaoning ProvinceThe qualifications of the director are generally qualified,but the gap between “public”and “civil” is large;the scale of the park is “polarized” and lacks scientific and coordinated allocation;the teachers are more mobile,and the qualifications of teachers are uneven;the students are “difficult to enter and exit”,There are obstacles to the development of Hui.2.Status quo of quality assurance of general welfare kindergartens in LiaoningProvinceThe overall level of quality assurance of general welfare kindergartens in Liaoning Province is in a general state,and the quality guarantee is very uneven.There are many problems in the six guarantees: the imperfect policies of the general policy are lacking,the implementation links are lacking;the overall funding is insufficient,the funding system is imperfect;the teachers' salary and treatment level is low,the professional development is not guaranteed;the management organization is not perfect,and the management system is imperfect.The education quality evaluation system is not perfect,it is difficult to ensure that the “evaluation is effective”;the kindergarten venue is not up to standard,and the large-scale facilities are not well-configured.3.Status quo of quality assurance in different cities,regions and parksThe quality guarantees between different cities,regions and parks in Liaoning Province are quite different.Among different cities,developed cities are better than medium-developed cities than underdeveloped cities.Between different regions,cities are better than towns and towns better than rural areas;between different park systems,education departments and other public kindergartens are better than private inclusive kindergartens,and education departments and other public kindergartens are not different.Significantly,the differences reflected in the results are: different cities are limited by the local economy and the government's attention,the total amount of input is large;the urban and rural township resources are not balanced,the "supply" and "need" contradictions are prominent;The main body of responsibility is different,and the protection is not balanced.In response to the above problems,the researchers proposed education proposals from the five aspects of government,garden,teachers,parents,and society: the government should make overall planning and assume the main responsibility of “inclusive” development;kindergartens should pay attention to teacher development and realize the science of the park.Management;teachers should improve their own quality,fulfill their duties and obligations;parents change the concept of parenting,break the development problems of "Pu Hui";share the whole society and help the development of "inclusive".