In different growth backgrounds, parents and children in each community have their own specific personality characteristics and preferences, which determines that it is impossible to apply the same method in community early education activities. According to their different needs, we should strive to provide them with good early education services through various channels and ways, so that parents can continuously improve their own quality and parenting level, optimize the family education environment, and let parents and children grow together in the process of participating in guiding activities.
At present, the research on community preschool education in China is still in the exploratory stage. We can learn from the advanced experience of Shanghai and other cities with relatively developed economic education in community preschool education. For example, the exploration of the socialization of community preschool education in Shanghai has broken the division of departments and the age limit of children, brought scattered preschool education into the unified management of the community, led by women's federations at all levels, formed an effective linkage mechanism with functional departments such as education, culture, health and family planning, mobilized all social forces to participate, and established a diversified, multi-level and supporting community preschool education management network. The integration reform of preschool education for 0-6 years old goes deep into the level of system reform. As early as 1999, a multi-faceted and multi-form community preschool education model was initially formed, which met the needs of preschool children for education.