Exploring the nationalization and popularization of preschool education in China.
Early childhood public education originated in Europe. Fundamentally speaking, it is the product of the machine industry. When Hubei kindergartens were born, China did not really have the economic foundation of preschool public education-machinery industry. Its birth is not only the result of the economic and cultural import of western colonialism, but also the product of the efforts of domestic social progress forces to save the country and strengthen the political reform in France and the West.
1840 After the Opium War, imperialism invaded China from many aspects, such as economy and culture, relying on a series of unequal treaties, and set up large-scale industries and schools at the same time. The earliest preschool education institutions in China were founded by foreign churches.
Facing the all-round invasion of western powers, the Qing government had to make a reform gesture, and promulgated the Regulations on Playing Schools in 1904, that is, the "Guimao Academic System". This is the first time that China has defined the name and status of preschool education institutions in the form of national academic system, and proposed to set up foster families as specialized institutions for early education.
The birth of public kindergartens in Hubei is the real prelude to public education for children in China. With the opening of kindergartens in Hubei, preschool education in China has broken through the limitations of family education and taken the first step of socialization. Then, Beijing Shi Jing No.1 Nursery School, Shanghai Wuben Children's School, Hunan Nursery School, Fujian Public Kindergarten and Tianjin Yanshi Nursery School were established one after another. According to the statistics of Guangxu thirty-three years (1907), there were 428 foster families with 4893 children in China.
Around the May 4th Movement, patriotic educators represented by Tao Xingzhi, Chen Heqin, Zhang Zonglin and Zhang Xuemen vigorously advocated early childhood education. Under the initiative and direct leadership of Mr. Tao Xingzhi, Zhang Zonglin, Xu Shibi, Wang Jingpu and others successively set up rural kindergartens in Yanziji, a suburb of Nanjing, to explore the road of running kindergartens that is economical, civilian and suitable for the national conditions of China.
At the same time, in 1922, the China * * * production party clearly declared: "Improve the education system and popularize education". During the Second Revolutionary Civil War, a number of rural nurseries were established in the base areas of Jiangxi, Hunan and Hubei. 1934, Xiazhou Village, Zhouxia District, Ruijin, Jiangxi Province established the earliest nurseries in the base area-Shangwuzi Nursery and Xiawuzi Nursery. During War of Resistance against Japanese Aggression and the War of Liberation, the government of the liberated areas popularized early childhood education, including boarding nurseries, shift nurseries where children's mothers take turns to look after their children, and baby-holding groups and nursing rooms during busy farming hours. These flexible kindergartens played a service role in the revolutionary war.
1949 after the founding of new China, the popularization of preschool education in China entered a new milestone. As soon as New China was founded, our government immediately took decisive measures to popularize preschool education: reforming the entrance examination system and reducing fees. Open the door for children of workers and peasants to receive early childhood education and lower the threshold.
Since 1953, the popularization of early childhood education in China has experienced several twists and turns. In the first five-year plan, it experienced a stable development period, from 1958 to 196 1, which was a blind development period and was adjusted from 1963 to/kloc-.
Since the reform and opening up, the party and the government have established the development policy of early childhood education combining "public parks" with "social forces", and the popularization of early childhood education has developed rapidly. The city has basically solved the problem of children entering the park, and the admission rate has reached over 90%; Rural preschool education, especially one-year preschool education, has made great progress. In economically developed areas, one-year preschool education in rural areas is basically universal, and it is moving towards universal three-year preschool education. 1999, in the west of China 1 1 provinces (autonomous regions), the average education rate reached 37.3% in the three years before school and 67.9% in the one year before school, thus achieving the ninth five-year plan goal of preschool education ahead of schedule.