The Comparative Study Of Early Childhood Curriculum Between China And New Zealand

With the gradual deepening of the significance and benefits of preschool education worldwide,improving the quality of preschool education has become the value pursuit of the development of preschool education in various countries around the world,countries have actively adopted their own preschool curricula as an important measure to improve the quality of preschool education.Similarly,China issued the “Guidelines for the Learning and Development of Children 3-6 Years Old”in 2012,which aims to provide correct,basic,and quality guidance and support for preschool education in all regions of China,which is one of the core tasks to implement “improve quality” education reform and development.However,China's regions vary widely,and not all regions have the ability to provide high-quality preschool education,and many preschool educators are very confused about how to promote children's learning and development.Exploring why problems arise and studying preschool curricula in other countries is a way to improve the understanding of the preschool curricula in your country.At the same time,it can take into account the international perspective and the reality of your country to improve your preschool curricula.This study takes China's “Guidelines for Learning and Development of Children3-6 Years”and New Zealand's “Te Wh?riki: Early Childhood Curriculum”as research objects,and combines Bereday's “Four Steps of Comparative Research”and Holmes' s Question Method to form a research path,Based on the subjective position of multiple interactions,the literature method and comparison methods are used to make a comparative analysis from the background and process of textbook development,text structure,goals,and implementation in China and New Zealand.Through a comprehensive understanding of the preschool curriculum guideline of China and New Zealand,it was found that China and New Zealand preschool curriculum guideline's field structure are both based on the goal-implementation type,aim at preschool children's lifelong learning,children is center of the activities,bothrely on the environment to promote preschool education.At the same time,the differences are also obvious,which are reflected in the two countries' preschool curriculum guidelines' development ideas,applicable objects,text content framework,areas and goals,and implementation concepts.Based on the above analysis and combined with the actual situation of the preschool curriculum guideline,China can maintain stable growth of the value orientation;expand the applicable groups;attach importance to the professional growth of the main people;build an evaluation system for the preschool curriculum guideline;set up the preschool curriculum website.For New Zealand,combined with strong and weak nature preschool curriculum guideline;coordinate the division of dimensions of preschool curriculum guideline areas;present the dimensions of preschool subject knowledge clearly.