Research On OECD Countries Preschool Education Reformation In Recent Years

With the deepening development of preschool education reform and the strengthening awareness of high-quality development of preschool education,many countries around r the world actively promote the preschool educational reform.In order to promote the development of children and improve the quality of preschool education,education authorities carry out a comprehensive series of “from top to down” pattern innovation for the children from primary stage to the stage under age of compulsory education.The curriculum reform of preschool education and the reform of preschool teacher education play an important role in promoting the high-quality development of preschool education.The OECD is an international organization that aims to formulating better policies to improve quality of people’s lives.In recent years,when considering the factors that may effect the quality of preschool education in OECD countries,the organization focuses on educational micro-interaction perspective,which is the impact of process on preschool education quality.With the perspective of symbolic interaction theory,Starting Strong Ⅵ : Supporting Meaningful Interaction in Early Childhood Education and Care is analyzed in this research and conducted an in-depth study on the preschool education reform of OECD countries in recent years.Firstly,a series documents about Starting Strong of OECD are sorted out to summarize the whole process,characteristics of preschool educational reform in OECD countries as well as the background and main contents of Starting StrongⅥwith the literature method and comparative method.Secondly,preschool education curriculum reform and preschool teacher education reform in OECD countries are considered as two major policy levers with combing the contents of Starting Strong Ⅵ.On the basis of summarizing the previous research results on preschool education reform and Starting Strong Ⅵ,the factors influencing the interaction of preschool education curriculum can be divided into four dimensions,including curriculum objectives,curriculum content,curriculum implementation and curriculum evaluation.The factors that affect the interactive reform of teacher education are divided into four dimensions: pre-service education,post-service education,working conditions and leadership characteristics.Combined with the relevant viewpoints of symbolic interaction theory,the OECD preschool education curriculum reform are analyzed in this research from four stages of the theory of symbol interaction,including symbol selection,symbol use,symbol interpretation and symbol amendment.From the four dimensions of symbol,the subject dimension,the content dimension,the behavior dimension and the environment dimension,this paper are analyzed deeply the preschool teacher educational reform in OECD countries and tries to make a conclusion about some important experiences and problems of OECD countries in the reform of preschool education.Last but not least,based on the current situation of preschool education curriculum reform and teacher education reform,this paper puts forward several possible suggestions for the preschool educational reform in China with combination of the important practice of OECD preschool education reform and related policies from the perspective of symbolic interaction theory.Specifically,more attention needed to focus on the micro interaction to improve the quality of preschool education and the connection needed to promote between preschool education and primary education.In addition,the integration of pre-service and post-service education is needed to be took into serious consideration.