Promoting Early Childhood Learning Education: A Systematic Review of Structural Quality of Preschool Education in China

Authors

  • Feng Chen Guiyang Preschool Education College, Department of Preschool and Early Education. 550000, Guiyang, China
  • Peng Yang Guiyang Preschool Education College, Department of Preschool and Early Education. 550000, Guiyang, China https://orcid.org/0009-0004-2054-6243

DOI:

https://doi.org/10.56868/jadhur.v3i1.205

Keywords:

Early Childhood Learning, Preschool Education, Policy Analysis, Educational Accessibility, Quality Standard, Urban-Rural Inequality

Abstract

The study aims to investigate the evolution of preschool education policy in China, which plays a vital role in early childhood development. It required the government’s intensified focus since 2010 on enhancing both access and quality standards of preschool education, which illuminated through the lens of historical policy shifts and their implementation. This study is grounded in the PRISMA guidelines and involved a thorough literature search, selection based on stringent criteria, and a robust data extraction and coding process. The analysis reveals that the Chinese government increasingly perceives preschool education as a fundamental public service, which has been established in revised policies and targeted endeavors to bridge the urban-rural areas of China. The study concluded that persisting challenges, notably in the equitable distribution of resources, enrollment inequalities, and optimal teacher-to-child ratios, especially in rural areas. Despite these challenges, the significant strides made, and the policy impetus reflect the prioritization of preschool education within China's national agenda. The review encapsulates the complexities of policy evolution, its tangible successes, and the pathways for achieving universal and high-quality preschool education.

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Published

2024-03-31

How to Cite

Chen, F., & Yang, P. (2024). Promoting Early Childhood Learning Education: A Systematic Review of Structural Quality of Preschool Education in China. Journal of Advances in Humanities Research, 3(1), 41–58. https://doi.org/10.56868/jadhur.v3i1.205

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