Research On The Implementation Of The "Pre-Kindergarten For All" Education Project In New York City, USA

With the beginning of the universal preschool education movement,American states have established universal education programs for four-year-olds.In 2014,New York City officially launched its “Pre-Kindergarten for All” early education program.The program is open to all4-year-olds in New York City and aims to provide them with free,high-quality,full-time,universal early education.Since its implementation,the “Pre-Kindergarten for All” education project has achieved remarkable results.At present,China attaches more and more importance to the development of preschool education.By learning from the “Pre-Kindergarten for All”education project of New York City,we hope to provide reference for the comprehensive popularization of preschool education in China.This research in New York City “Pre-Kindergarten for All” education project as the research object,the integrated use of literature method,history method,case analysis,comparative analysis and other research methods,based on the New York City before the “Pre-Kindergarten for All” education background,implementation process of project start up,implementation effect and the characteristics of “Pre-Kindergarten for All”,tries to reveal the reason of appearing before the “Pre-Kindergarten for All”education project,and discusses the garden before education project in New York City park before the important role of education development,and combining with China's “universal two-child” policy background before learning the dilemma facing the education development,put forward comprehensive popularization pre-school education enlightenment to our country.The basic structure and content of this study are as follows: firstly,the background of the launch of the “Pre-Kindergarten for All” education project in New York City is clarified.This paper analyzes the development process of “Pre-Kindergarten for All” education project in the United States and the policy background of the launch of the “Pre-Kindergarten for All”education project in New York City,and reveals the causes of the “Pre-Kindergarten for All”education project,so as to have a deeper understanding of the “Pre-Kindergarten for All”education project.Secondly,the implementation measures of “Pre-Kindergarten for All”education project are analyzed.This paper makes an in-depth exploration from the five dimensions of “Pre-Kindergarten for All” education institutions,teacher team building,children and parents,financial investment and evaluation system,in an attempt to have a clearer understanding of the specific implementation process of the “Pre-Kindergarten for All”education project in New York City.Thirdly,explore the implementation effect of“Pre-Kindergarten for All”education project.The implementation results mainly include theexpansion of “Pre-Kindergarten for All” education institutions;Kindergarten attendance rate reaches the expected level;Stable capital input;“Pre-Kindergarten for All” education institutions run well;The evaluation effect of preschool education project is ideal.The successful operation of preschool education project plays an important role in promoting the development of preschool education in New York City.Finally,summarize the characteristics and inspiration of“Pre-Kindergarten for All” education project.During the implementation of “Pre-Kindergarten for All”education project,consideration should be given to all school-age children;Invest in teachers;The main source of funds is government input.Cooperation with private“Pre-Kindergarten for All”institutions;The quality evaluation system is diversified.Combined with the current situation and trend of prekindergarten education in the context of the“universal two-child” policy in China,the paper puts forward the following inspirations:optimizing the prekindergarten layout structure and constructing the inclusive park management system;Expand preschool education resources to meet the needs of children;Improve the professional level of preschool teachers,improve the treatment of preschool teachers;Improve the mechanism of funds input to get rid of the plight of insufficient funds;Strengthen the supervision and management system,improve the quality of kindergarten education.