Public Education Should Start in Preschool: China Needs to Invest More in Early Childhood Education

Asia Pacific Business

MN5415: Dissertation Preparation and Research Methods

Title: Public Education Should Start in Preschool: China Needs to Invest More in Early Childhood Education

Student No:
Student:
Module No:
Tutor:
Date of submission:

Content

Content…………………………………………………………………………..2

Introduction……………………………………………………………………...3

The Necessity for Public Spending on Preprimary Education………………….3

Comparative Study of China’s Early Childhood Education…………………….6

Policy Recommendations……………………………………………………...10

References……………………………………………………………………...12

I. Introduction

Due to a recent government order, many private preschools in China have been forced to close because of inadequate security and lack of adequate sanitation. The decrease in private kindergartens combined with rising demand for early childhood education have further intensified the shortages in early childhood educational resources (Zuo 2010). Most young couples, especially migrant workers, have an urgent need for the government to provide expanded access to preschools at an affordable price or at no cost (Qiu 2010). After reviewing the development of early childhood education in China and comparing it to the situation in foreign countries, some scholars have suggested that the authorities need to invest more in this area (Ma 2009). Few scholars, however, have systematically analysed and explained why China’s government has a responsibility to finance early childhood education. This study aims to reveal why it is necessary for the government to involve itself more deeply in early childhood education. The study discusses the issue from multiple theoretical perspectives. Based on a comparative analysis of early childhood education in China and abroad, the study concludes with policy recommendations on what government should do to expand access to early childhood education especially for China’s poorest

References: Elicker J. and Mathur S. (1997). “What do They do All Day? Comprehensive Evaluation of a Full-day Kindergarten”. Early Childhood Research Quarterly 12: 459-480. Hu, C. L., Ye, D.Q., Li, Y.C., Huang, Y.L., Li, L., Gao,Y.Q., and Wang S.F. (2009). “Evaluation of a Kindergarten-based Nutrition Education Intervention for Pre-school Children in China”. Public Health Nutrition 13: 253–260. Liao, Chuhui. (2005). Research on Human Capital and Educational Finance. Beijing: China Financial and Economic Publishing House. Loeb, S., Bridges M., Bassok D., Fuller B., and Rumbergerd R. W. (2007). “How Much is too Much? The Influence of Preschool Centers on Children 's Social and Cognitive Development”. Economics of Education Review 26: 52-66. Ma, Hui. (2010). “Preprimary Education: Return to State-Run or Separation of Management from Operation”. Business China (web edition). 28 April 2010. 6 October 2010 . Magnuson, K. A., Ruhm, C., and Waldfogel, J. (2007). “The Persistence of Preschool Effects: Do Subsequent Classroom Eperiences Matter?”. Early Childhood Research Quarterly 22: 18-38. Morrissey, T. W., and Warner, M. E. (2007). “Why Early Care and Education Deserves as Much Attention, or More, than Prekindergarten Alone?”. Applied Development Science 11: 57–70. Qiu, Bo (2010). “Parents want more free public preschools”. China Daily (web edition) 7 July 2010. 6 October 2010 < http://www.chinadaily.com.cn/cndy/2010-07/07/content_ 10073320.htm >. Rong, W. S., Bian, J. Y., Wang, W. J., and Wang, J. D. (2003). “Effectiveness of an Oral Health Education and Caries Prevention Program in Kindergartens in China”. Community Dentistry and Oral Epidemiology 31: 412-416. Ryan, James E. (2006). “A Constitutional Right to Preschool?”. California Law Review 94: 49-99. The Sources of Education Expenditure in China (Year 2007) The Comparison of Pupil-teacher Ratios among Preprimary, Primary, Secondary and Tertiary Education in China (From 1978 to 2008)