Content Features And Implications Of China’s Early Childhood Sports Policy From The Perspective Of Policy Instruments

In 2001,China began a new round of basic education reform,followed by a surge in the number of policies on early childhood sport in China.The promulgation of a series of policies gradually pushed early childhood sport into the area of focus of "Healthy China".Early childhood sport is the beginning of lifelong sport,and early childhood is the stage where the body and brain develop the fastest.Early childhood sport policy is a set of guidelines,circulars and plans for the development of early childhood sport developed by the state according to the requirements of society at different times,and its completeness,quality and implementation have a direct impact on the quality and standard of early childhood sport.Policy tools are a bridge between policy aims and effects,and their selection and use is directly related to the implementation and achievement of policy goals.Therefore,this study uses policy tools to study China’s early childhood sports policy from2001 to 2021,hoping to give rational policy guidelines and suggestions for the subsequent optimization and improvement of China’s early childhood sports policy,as well as to provide some inspiration for the later development of China’s early childhood sports work,so as to enhance the physical health of young children and promote the development of China’s early childhood sports.This study takes 67 early childhood sports policy texts from 2001 to 2021 as the research object,and uses the methods of literature,historical analysis and content analysis to analyses the content characteristics of current early childhood sports policies in China and the evolution of early childhood sports policies in China since the founding of the nation;uses the method of mathematical statistics to quantify the 67 policy texts in terms of number,text type,subject of issuance and text keywords.Based on the content analysis and quantitative analysis of the policies,the texts were coded and a two-dimensional X-Y(basic policy tools-policy subjects)policy analysis framework was created,drawing on Roy Roth well’s "Dichotomy" of policy tools and the six policy subjects extracted by Gooskeer.The X-Y(basic policy instrument-policy subject)two-dimensional policy analysis framework was created to analyses the text of China’s early childhood sports policy from 2001 to 2021.The findings are as follows:(1)In terms of policy change patterns and development characteristics,the early childhood sports policies since the founding of the country are divided into four stages: the early exploration stage,the initial formation stage,the steady progress stage,and the flourishing stage.(2)In terms of policy guiding ideology,policy objectives and policy measures: since 2001,the guiding ideology of China’s early childhood sports policy has always been people-oriented,gradually forming a situation where multiple approaches are taken together;the policy objectives have always taken "enhancing the physical health of young children and promoting all-round development" as the main theme;the policy measures have gradually transitioned from abstract and vague to concrete and(3)The results of the quantitative analysis of the policy are as follows(3)The results of the quantitative analysis of policies are as follows: the number of policies has obvious stage characteristics,showing a trend of fluctuating and wandering forward;there are abundant types of policy texts,involving 11 types of policy texts such as opinions,circulars and plans;the number of policy-making bodies is large,with the Ministry of Education dominating and independent issuance occupying an important position,while the number of joint issuance is slightly lower than that of independent issuance;there are many key words in policy texts The number of key words in policy texts is large,and the vocabulary involved is huge.(4)The results of the analysis based on policy tools are as follows: from the perspective of policy tools,there is a structural imbalance in the use of supply-based,environment-based and demand-based policies,with environment-based policy tools taking up a disproportionate share and the structure of the internal use ratio of the three policy tools being clearly imbalanced;from the perspective of policy role subjects,there is a clear imbalance in policy subjects,with government and school subjects being on the high side and society,teachers,families and individual subjects From a two-dimensional analysis,there is an unbalanced distribution of the various areas,with more gaps and a high proportion of areas of differentiation.(5)The main characteristics of China’s current early childhood sports policy: the policy theme has always been based on early childhood sports;The main measures and contents of the policy are gradually refined;The main measures and contents of the policy are gradually refined;The subject of policy formulation has shifted from single to diverse.Existing problems: the operation of policy measures needs to be strengthened,and the effectiveness of texts needs to be improved;The collaboration of policy entities needs to be improved,and there is a lack of multi-departmental coordination mechanism;The construction of the policy system has not yet been perfected,and there is a lack of policy supervision and evaluation;There is an imbalance in the structure of policy tools,and there is a lack of policy actorsBased on the results of the previous analysis,this paper concludes the following suggestions:(1)continue to enrich the policy content to meet the needs of early childhood sports policy development;(2)Gradually refine policy measures to improve the practicality of the implementation of children’s sports policies;(3)Promote the construction of policy supervision and enhance the scientific nature of the early childhood sports policy system;(4)Strengthen multi-sectoral collaboration and enrich the diversity of early childhood sports policy subjects;(5)Optimize the combination of policy tools and optimize the rationality of the internal structure of policy tools;(6)the number of policy tools that value teachers,parents,individuals and society.