The development of pre-school education in Japan generally follows the common trend of world education development, that is, from the expansion of "quantity" in the 1960s to the enrichment of "quality" in the 1980s. The richness of quality is reflected in the development of the guiding ideology, content, curriculum, organizational form and teacher training of preschool education in Japan.

The common feature of all aspects of development is diversification. People in the field of preschool education in Japan recognize that preschool education is the freest in the field of education in Japan now. The reason may be the characteristics of the institutional structure. Although 70% of private parks receive government funding, it is difficult for the Ministry of Education to strictly control them.

Secondly, pre-school education is not compulsory, which ensures the full freedom of kindergarten directors to choose kindergartens and decide the time of admission according to their own educational ideas. In addition, the ministries of education, culture, sports, education, education, education, education, education, education, education, education, education, education.

Greater freedom makes the style, educational methods, contents and even ideas of running the park unique, which opens the way for the diversification of theoretical research and practical exploration. There are Montessori kindergartens, Frobel kindergartens and American open kindergartens in Japan.

There are kindergartens that attach importance to the development of thinking and intelligence according to Piaget's theory, and kindergartens that attach importance to social and emotional development by using Freud's theory. Of course, most kindergartens comprehensively use various educational ideas, but generally have their own theoretical tendencies.