Preschool education refers to preschool public education, which generally refers to the conscious and planned education of preschool children (generally from birth to 6 years old) by correction institutions according to certain training objectives and children's physical and mental characteristics. Therefore, preschool education is often called preschool education or early education. Infantile period is the period when children's nervous system develops fastest and their potentials are the most critical. Driven by the national economy and policies, the quality and quantity of preschool education in China have developed rapidly.
Policy and social factors have promoted the development of preschool education.
At present, the development idea of preschool education in China is to set up kindergartens with public kindergartens as the backbone and demonstration and social forces as the main body, forming a development pattern of combining public and private education and formal and informal education. With the "People's Republic of China (PRC) Private Education Promotion Law" affirming the status of private subject, private kindergartens have developed rapidly. However, in recent years, the proportion of public kindergartens in some places is too low, and the fees of private kindergartens are too high, which has aroused widespread concern in society. Under the impetus of various forces, the reform of preschool education system in China has been gradually promoted, and the pattern of diversified parks has taken shape. In the later period, the policy showed a tightening trend, focusing on improving allocation and strengthening supervision as a whole.
Besides the standardization and promotion of policies, there are many factors that promote the development of preschool education industry in China. Specifically, it mainly benefits from the increase in the number of preschool education schools and the number of children in kindergartens. The core driving factors mainly include the following two aspects:
(1) the change of consumption concept
China's social concept has always attached great importance to children's education. Statistics from the National Bureau of Statistics show that in 20 13 years, the per capita consumption expenditure of urban residents in China was only 1988 yuan, accounting for 10.75% of the per capita consumption expenditure of urban residents. In 20 19, the per capita cultural and educational consumption expenditure of urban residents in China reached 3,328 yuan, accounting for 1 1.87%. From 20 13 to 20 19, China's per capita education expenditure maintained a steady growth, accounting for 10%- 12% of the total per capita consumption expenditure, which is the second largest expenditure after food, clothing, housing and transportation. Young parents of the post-80s and post-90s generation are advancing their education age, paying more attention to the training and education of infants and children, and are more willing to invest. This has given birth to the vigorous development of preschool education industry, and the consumption potential of infant early education market is no less than that of infant supplies market. However, the baby market in China is still in its infancy. At present, the pre-school education market is mainly concentrated in first-tier cities such as Beijing and Shanghai, but it is also developing rapidly throughout East China, especially in Zhejiang, Jiangsu and other provinces and cities.
(2) The second child policy is favorable.
20 16, the implementation of the comprehensive second child policy, China's birth population made a breakthrough; In 20 17, it rose to17.23 million, and the population born with two children or more was about 9 million; In 20 19, the birth rate decreased, and the birth population14.65 million people remained at a high level. It is expected that the demand for preschool education will continue to expand in the next few years.
The scale of preschool education is growing rapidly, and the number of schools is increasing.
Judging from the number of schools, according to the statistics of the Ministry of Education, the number of preschool education schools in China has increased year by year from 20 10 to 20 19. By the end of 20 19, there were 28 1000 kindergartens in China, an increase of 14500 compared with 20 18, with a year-on-year increase of 5.27%; Compared with 20 10, it increased by13.10,000, with an increase of 87.33%.
On the scale of preschool education students, from 20 10 to 20 19, the number of children in kindergartens in China continues to grow. By the end of 20 19, the number of kindergartens in China was 47140,000, an increase of 580,000 compared with the end of 20 18, with a year-on-year increase of1.25%; Compared with 20 10, it increased by17.37 million, with an increase of 58.35%.
In 20 10, the gross enrollment rate of preschool education in China was only 56.6%, far below the level of developed countries and behind the world average. Preschool education has become the "short board" of the whole education system in China. In 20 19, the national preschool education enrollment rate reached 83.4%, which was 1.7 percentage points higher than that in 20 18. With the increasing investment in preschool education in China, the gross enrollment rate of preschool education in China is also rising.
Generally speaking, in recent years, the number of kindergarten children and preschool education schools in China has shown a steady growth trend, and the popularization rate of preschool education has been greatly improved.
The number of private kindergartens has increased year by year, and the proportion has continued to decline.
According to the statistics of the Ministry of Education, from 20 14 to 20 19, the number of private kindergartens in China increased year by year. Specifically, by the end of 20 19, there were 173200 private kindergartens in China, accounting for 6 1.6 1% of the total number of kindergartens, which provided more and more preschool children with opportunities to receive preschool education.
In the 1980s and 1990s, the pattern of running parks in China was dominated by public parks, supplemented by social forces. However, after the 1990s, the number of private parks increased rapidly and gradually surpassed other types of parks, and the original pattern of running parks began to collapse. In order to give full play to the positive benefits of the multi-park school-running system on the premise of adhering to public welfare, and to deal with the problem of "expensive admission to the park", vigorously developing Pratt & Whitney Park has become an important topic of preschool education reform in China after 20 10. Since the promulgation of the Outline of Education Planning, especially since the implementation of the three-year action plan for preschool education, governments at all levels have increased investment in preschool education, vigorously developed public kindergartens, and supported collectives, enterprises and institutions to run kindergartens. All localities are also actively exploring ways to identify and manage inclusive private kindergartens, and guiding and supporting private kindergartens to provide inclusive services.
According to the statistics of the Ministry of Education, from 20 10 to 20 19, the proportion of public kindergartens in China continued to rise, while the proportion of private kindergartens continued to decline.
The academic structure of teachers has been continuously optimized, and the quantity and quality have been continuously improved.
Since 20 10, the number of preschool teachers in China has gradually increased, and the educational level has improved year by year. According to the statistics of the Ministry of Education, in 20 19, the total number of kindergarten directors and full-time teachers in China was 3,066,800, an increase of193,300 compared with 20 18, of which 85 19 were kindergarten directors and full-time teachers who graduated from graduate schools and 78/kloc graduated from undergraduate schools.
From 20 10 to 20 19, the number of teachers who graduated from preschool education in China increased year by year. The number of full-time teachers majoring in preschool education in 20 10 was 8 19600, accounting for 71.63%; 20 1 1, the number of teachers increased, but the proportion decreased to 63.71%; From 20 12 to 20 19, the proportion increased year by year. Among them, there are 1970900 teachers who graduated from pre-school education in the 20th19th class, accounting for 7 1.33%, which is 16544 more than that in the 20th10th class. On the whole, the number and proportion of full-time preschool education teachers in China who have received professional preschool education training are increasing year by year, and the professional level of teachers is constantly improving.
Judging from the academic qualifications of full-time preschool teachers in China in 20 10, 20 18 and 20 19, the academic qualifications of full-time preschool teachers in China are mainly junior college, but the proportion structure of each academic qualification changes greatly. 20 10 in China, the college education of full-time teachers in preschool education accounts for 48.32%, followed by high school education or below, accounting for 39.70%; In 20 18, the proportion of teachers with college education was 58.25%, which was 9.93 percentage points higher than that in 20 10, followed by undergraduate education, accounting for 22.53%, and the proportion of teachers with high school education or below dropped to 19.03%. In 20 19, the proportion of teachers with junior college education in China was 58.49%, 0.24 percentage points higher than that in 20 18, followed by undergraduate education, accounting for 24.04%, and high school education and below dropped to 17.27%.
Generally speaking, in the development of preschool education in China, the proportion of full-time teachers with high academic qualifications has gradually increased, and the level and quality of teachers have gradually improved.