A Textual Study On Early Childhood Education And Care Policy Of OECD Since The Twenty First Century

The 21st century is a prosperous period of OECD’s early childhood education and care policy.The research has sorted out and analyzed the main policy texts of OECD early childhood education and care since the 21 st century.Based on the three aspects of text,discourse practice and social practice in Fairclough’s critical discourse analysis theoretical framework,and other required related theories,this article construct the analysis framework in a combination of qualitative and quantitative methods,that is,from the three aspects of text feature,discourse feature and value orientation carry out an analysis of the policy text.In the text feature part,all official publications related to early childhood education and care of the OECD since the 21 st century are classified and distributed in two forms:policy review and international survey.After conducting word frequency statistics on the text,it is found that "quality","teacher",and "parents" are the three most frequently appeared subject terms,which are the main policy points in the OECD early childhood education and care policy,especially the performance of "quality" is particularly prominent.Quality focuses on structural quality,process quality and result quality.The discourse feature part is divided into two aspects: terminology definition and position change.It is found that the OECD considers comparability and broadness when describing terminology,and the position of discourse in the policy.Two phases: early emphasis on diversity and reference,and later standardization and commonality.Through this transformation,the OECD is becoming the architect of the “global education policy field”.Finally,the value orientation shown by the OECD is summarized as the first to reflect neoliberal values,emphasizing the role education must play in economic and social development.Under the concept of performancism,it focus on the efficiency of the education system’s operation,focusing on the ability of the education system to make appropriate returns on investment;the second one will involve integrated ideas,including support the coherence and the integration of early childhood education and care;the third is to advocate a wide range of international cooperation,the characteristics of international cooperation in the OECD’s early childhood education and care policy,whether from policy review or international measurement,It is based on extensive international cooperation.Secondly,when discussing the implementation of the OECD’s early childhood education and care policy,through two parts: the path analysis of the policy implementation and the specific practice of the policy implementation.Although the OECD’s early childhood education and care policy is not compulsory,it exerts a wide range of influence through means such as dissemination of public opinion,intergovernmental censorship,and peer pressure.Finally,the OECD’s early childhood education and care policy has also brought some thoughts to the development of our country’s.In order to achieve "affordable and high-quality" early childhood education and care policy,it is still necessary to pay attention to the quality and to promote the development of education in many ways at present and in the future.