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DOI:http://dx.doi.org/10.26855/er.2022.08.004

Examining Changes in Preschool Education Policy since the Reform and Opening up in China: A Historical Institutionalism Perspective

Date: August 16,2022 |Hits: 357 Download PDF How to cite this paper

Xiaofei Yu

1School of Education, Qufu Normal University, Qufu, Shandong, China.

2Center for International Education, Philippine Christian University, the Philippines.

*Corresponding author: Xiaofei Yu

Abstract

After 40 years of practice and exploration and accumulation of experience in reform and opening up, the development of preschool education in China has embarked on a new journey of inheriting the past and opening up the future. The research methods and analytical paradigms of historical institutionalism can help to understand the historical changes in preschool education policies, adjust and formulate preschool education policiesat present, and shapetheir developmentin the future. We found that the interaction between institutions, concepts, and interests is a key factor in the change of preschool education policies in China. To promote the development and improvement of preschool education policies, we must attach importance to the study at the conceptual level and the promotion and dissemination of new concepts. Policy makers are advised to adopt a gradual change model, and attention should be paid to the “threshold effect” of the contradictions between the inside and outside of the preschool education policy to avoid destructive ruptures in the system; When studying and formulating preschool education policies, the changes that may be caused by preschool education policies as independent variables and dependent variables should be considered.

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How to cite this paper

Examining Changes in Preschool Education Policy since the Reform and Opening up in China: A Historical Institutionalism Perspective

How to cite this paper: Xiaofei Yu. (2022). Examining Changes in Preschool Education Policy since the Reform and Opening up in China: A Historical Institutionalism Perspective. The Educational Review, USA6(8), 346-355.

DOI: http://dx.doi.org/10.26855/er.2022.08.004

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