A Study on the Implementation Distortion and Regression of the Kindergarten “De-primary” Policy

DOI

10.2991/icelaic-18.2018.16How to use a DOI?

Keywords

kindergarten; de-primary; policy implementation; distortion

Abstract

The implementation of the “de-primary” policy in kindergartens is conducive to the kindergartens arranging the content and forms of education according to the rules and cognitive characteristics of children's physical and mental development, and to maintaining children's learning interests and physical and mental health. However, at present, the implementation distortion of the “de-primary” policy in kindergartens has become a great obstacle for children to enjoy kindergarten life. Unbalanced educational resources, shortage of high-quality education resources, conflicts of interest between policy stakeholders, and lack of regulatory mechanisms are the main reasons for the “de-primary” phenomenon of kindergartens. To truly realize the policy goal of “de-primary” kindergartens, it is necessary to improve policy understanding, conform educational concepts, increase investment in education, balance educational resources, strengthen supervision of primary schools, and cut off the chain of interests. These will contribute to the effective implementation of this policy.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zeng Jiao
AU  - Wang Xiujun
AU  - Wen Lan
PY  - 2018/12
DA  - 2018/12
TI  - A Study on the Implementation Distortion and Regression of the Kindergarten “De-primary” Policy
BT  - Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018)
PB  - Atlantis Press
SP  - 73
EP  - 77
SN  - 2352-5398
UR  - https://doi.org/10.2991/icelaic-18.2018.16
DO  - 10.2991/icelaic-18.2018.16
ID  - Jiao2018/12
ER  -