The Supply Of Preschool Education Resources For Urban Migrant Children

Regarding the problem of the supply of migrant children's preschool education resources,the academic community often conduct research from the perspectives of education equity and distribution justice around the admission opportunities,the quality level of the kindergarten,family influence factors,local government practices and so on.At present,a labeled picture of migrant children's education situation has basically formed: "Under the split of the household registration system,the supply of migrant children's education resources is closely related to family capital,the proportion of migrant children entering public kindergarten is low,the running conditions of local kindergarten are poor,the government investment is absent,and some public welfare organizations participate in support." In order to understand this phenomenon and construct a multi-dimensional understanding,we need jumping out of existing propositions,tracing the formation of the support system for migrant children from a development perspective,and finally discovering its internal vitality.Adopting case study method and selecting the Minhang District of Shanghai as the research unit,this paper walks out of the silent policy text,enters the realistic situation,and focuses on the truly disadvantaged migrant children.In this study,four kindergartens dedicated to the recruitment of migrant children are used as embedded analysis units.By expanding the scope of interviewees,we have collected rich data through multiple channels,try to put aside the thinking tendency of the existing research and outline the development process of the admission support system for migrant children.Firstly,starting with 2005 and taking the changes in admission conditions as the main axis,this paper cuts in from the distribution rules of pre-school education public resources for non-Shanghai residents,finds that: the public resources of pre-school education for non-Shanghai residents are composed of vacancies after meeting the needs of local school-age children,and the admission policy for non-Shanghai residents is an extension of the city 's talent attraction policy in the field of pre-school education,which leads to that the disadvantaged migrant children are often excluded.Next,to trace the formation of the current pattern of preschool education resources for migrant children,this research focus on the kindergartens that specially recruits children from migrant workers.In Minhang District,the pattern of preschool education resources for migrant children has evolved from illegal care centers to private kindergartens assisted by the authorities,and the coexistence of private third-level kindergartens and record care centers,and eventually evolved to be composed of private third-level kindergartens and private kindergartens assisted by the authorities.Currently,the education resources for migrant children in Minhang District are composed of 2 private second-level kindergarten assisted by the authorities and 28 private third-level kindergartens.Furthermore,how to improve the quality of private third-level kindergartens? The quality improvement of private third-level kindergartens has limitations and particularities.The limitation is that the kindergarten itself has insufficient congenital conditions,the level of fees is limited,and the government input is also limited,so it is mainly based on management norms;the particularity is that migrant children are a typical disadvantaged group in cities,many public welfare projects are centered on private third-level kindergartens,and improve its quality through various methods such as donation of teaching aids,volunteer services,teacher training and so on.Above all,while public finances are insufficient for migrant children,it is undeniable that the local government has played a key role in the construction of the support system for migrant children in Minhang District.In the early stage,the formation of education resources for migrant children was a spontaneous act of social forces,but mainly due to profit-seeking,there were a variety of problems such as potential safety hazards,withholding children's food,and even endangering children's health.It wasn't until the local government intervened and proposed the form of private third-level kindergartens,through the transition of record care centers,and joint multidepartment work to ban it,which began to gradually embark on a standardized road and continued to develop and improve under the education management system.