A Comparative Study On The Status Quo Of Education Quality Between Model Kindergartens And Non-model Kindergartens

In order to ensure that school-age children receive basic and quality pre-school education,the most important thing is that the model kindergartens should play an exemplary role to promote the development of regional pre-school education and realize the sharing of high-quality pre-school education resources between urban and rural areas.However,in order to rapidly increase the number of inclusive kindergartens in a short period of time,and at the same time ensure the quality of kindergartens,one of the ways to expand quality education resources is to model kindergartens.So the demonstration park to implement peer-to-peer support,whether it can drive and lead the replication of Quality Educational Resources and radiation?It is necessary to explore the differences and concrete manifestations of the demonstration kindergarten and its counterpart kindergarten in the actual educational activities,so as to provide reference for improving the quality of preschool education.This study adopts objective sampling,selects 1 model kindergarten a and 1non-model kindergarten B in Tianjin x district,and randomly selects one class of big,middle and small,the quality of Preschool Education Institutions(PQA)was used to evaluate the quality of preschool education in two kindergartens.Based on the quality factors of class level and institution level,using the method of combination of quantification and quality.first of all,the two kindergartens on the quality of education described,on this basis,the difference between the two kindergartens and compare similarities and differences.Data Analysis reveals:The two kindergartens have the same score and performance in the management items,and use the same management system and procedures.In the other six items,the scores of the model kindergarten were higher than that of the non-model kindergarten.Among the items of daily routine,teacher-child interaction,staff qualification and staff development,the model kindergarten was significantly higher than that of the non-model Kindergarten No significant differences were found in the learning environment,curriculum planning and evaluation,parental involvement,and family service programs.Finally,on the basis of the research results and discussions,the researcher gives suggestions to education departments,kindergartens and teachers.