First, the problems in rural preschool education
1. The popularization rate is low, the scale of running the park is small, and the quality of education is low.
(1) The popularization rate of preschool education is low. At present, the enrollment rate in rural areas in China is generally lower than that in cities. In some rural areas, there are not even kindergartens, but only one-year preschool classes, and only children aged five or six are enrolled, while children aged three or four have no chance to receive preschool education at all.
In these areas, there are only one or two preschool classes, and the rate of children entering the park is very low.
(2) The park is small in scale and lacks hardware facilities. Most rural kindergartens have small areas and poor lighting and ventilation. Some parks are in disrepair and in disrepair. Classrooms and dormitories are dark and damp; There is no sanitary facilities in the kitchen, not even the usual refrigerator and disinfection cabinet. Cooks don't have health certificates, don't wear work clothes, and have a weak sense of hygiene. Such a study and living environment directly threatens children's health.
(3) The quality of education is low. The poor facilities restrict the improvement of teaching quality, while the lack and low quality of teachers and backward educational concepts further cause the low teaching quality.
Many private kindergarten teachers have only junior high school education and no kindergarten teacher qualification certificate. Low wages also lead to high mobility and instability of teachers in private kindergartens. The proportion of private kindergarten teachers holding "three certificates" (teacher qualification certificate, Putonghua grade certificate and computer grade certificate) is extremely low. Public kindergarten teachers are relatively good. However, compared with teachers in compulsory education, the treatment is still low. Many outstanding graduates do not want to engage in pre-school education, but choose primary and secondary schools with higher salaries and more stable employment.
2. There are many left-behind children, weak family education and low language expression ability.
At present, preschool children in rural areas are mostly left-behind children, and these children are mostly brought up by grandparents. On the one hand, most old people are illiterate, their thoughts can't keep up with the times, and they think that children are too young to study so early, thus delaying their best education time, failing to develop their intelligence and having poor independence. Coupled with the poor language environment, children can only speak Mandarin when they are 6 or 7 years old, and their language expression ability will not be improved for a long time.
3. The tendency of "primary school" in rural preschool education
At present, there are no independent public kindergartens in rural areas, and most kindergartens are attached to primary schools. There is also a tendency that the teaching content of kindergarten focuses on reading, writing and calculating, thus forming a tendency of "primary school" in kindergarten teaching. This practice seriously violates the law of children's physical and mental development, is not conducive to children's all-round and harmonious development, and also hinders the healthy development of rural preschool education.
Two, in view of the existing problems in rural preschool education, put forward some suggestions.
1. Strengthen publicity and education to promote family education.
Family is a child's first school, and parents are a child's first teacher. Family education is an important part of preschool education. To popularize high-quality family education for young children, we must first improve the education level of parents, especially rural women. How much a mother knows about early childhood education is an important condition to ensure the healthy growth of young children.
2. Further implement the main responsibility of the government and increase the financial investment in preschool education.
Preschool education is a public product provided by the government for the society, and the government should bear the main responsibility for developing preschool education. It is suggested that provincial governments should issue relevant local laws and regulations as soon as possible to standardize the government orientation, management mechanism, funding input and quality standards of preschool education in the form of laws and regulations. At the same time, the corresponding assessment mechanism should be established, and the rigid indicators such as the investment in preschool education and the conditions for running schools should be included in the assessment indicators of educational development of governments at all levels.
3. Run the township central kindergarten well and give play to the radiation function of the central park.
To develop rural preschool education, we must first run township central kindergartens well, and rely on township central kindergartens to manage, standardize and promote the healthy development of local rural preschool education. At present, the layout of primary and secondary schools in rural areas is being adjusted, and the standardized kindergartens with lower fees can be set up with priority. In rural areas without suitable places, kindergartens should be planned reasonably in the construction of new villages.
The quantity and quality of management team is the basic guarantee for the orderly development of preschool education. It is suggested that the education administrative departments at the city and county levels should be equipped with full-time preschool education administrators suitable for their work, and the streets and towns should implement full-time (part-time) preschool education administrators.
Kindergartens should organize more pre-school education knowledge training to promote the healthy development of rural pre-school education through the improvement of teachers' quality.