In recent years, due to China's economic and social reasons, vulnerable children groups occupy a large proportion in society. This group mainly includes children of poor farmers, unemployed and migrant workers, children of single-parent families, street children, disabled children and so on. They have limited opportunities to receive normal education and special compensatory education. Solving the problem of equal right to education for disadvantaged children is a key issue related to eliminating inequality and realizing the democratization of education in China. The American Beginning Program has its own uniqueness in pursuing fairness in preschool education, from which we can get the following enlightenment.

First of all, the government should pay attention to the compensation for the disadvantaged groups and actively promote the equality of children's educational opportunities. China is a country with a serious shortage of public education funds. Children who need education account for 20% of the world's total, but education funds only account for 1% of the world's total education funds. Of this limited public education fund, only about 1.3% is used for preschool education. [9] Whether these limited funds serve the advantaged groups or the disadvantaged groups are two completely different choices in education policy. The enlightenment of the American Start plan is that the government should provide funds and institutional guarantee for disadvantaged children and give them the necessary education compensation, which is an inevitable choice to achieve educational equity. In the specific implementation process, China should establish and improve the national funding system for vulnerable groups and establish an effective legal guarantee mechanism according to the basic national conditions and education status. Only by actively paying attention to the disadvantaged groups, formulating effective policies and measures, and establishing a scientific compensation mechanism can we continuously improve the level of educational equity and promote the best development of disadvantaged children at the original level.

Secondly, we should adapt to local conditions and provide suitable educational opportunities for disadvantaged children. The start-up plan is a comprehensive service system, and the coordination of various service items provides the most suitable educational conditions for each child's development, so that the child's potential can be fully exerted. This practice is worth learning from. In China, disadvantaged children are involved in a wide range of subjects, and due to the differences in region, environment, historical tradition and so on, it is impossible to unify and standardize their education. We should provide suitable educational opportunities for disadvantaged children according to local conditions and people's needs. For example, it is unrealistic to establish a large number of fixed-point formal preschool education institutions in the sparsely populated and relatively backward northwest region. Flexible and low-cost informal preschool institutions are better choices, such as various forms of mobile kindergartens, book and newspaper stations, toy halls and so on. These informal preschool education institutions can provide as many educational opportunities as possible for disadvantaged children, that is, to realize the fairness of preschool education. The government should provide financial assistance to various informal preschool education institutions and give them regular guidance.

Thirdly, we can use community resources to provide services for disadvantaged children and their families and establish a community-based education service network. Start plan takes the lead in mobilizing the resources of various community organizations to protect the interests of young children. China can also learn from the Start plan in the education of disadvantaged children, establish a community-based education service network, and provide compensatory education for disadvantaged children through family education consultation stations, children's holiday activity rooms, and early childhood education consultation stations. The government should support these educational institutions, provide financial aid in terms of manpower, material resources, financial resources and information, and strengthen the standardized management of these institutions, so as to safeguard the fair right to education of disadvantaged children.