Characteristics and enlightenment of preschool education in Japan.
Abstract: Pre-school education in Japan is mainly realized in two ways, one is kindergarten and the other is nursery. About 80% children will enter private kindergartens. The development of preschool education in Japan is actually a process to legalize it. Japan has always attached great importance to the training of preschool teachers. To be a kindergarten teacher, whether national, public or private, you must hold a considerable qualification certificate. Looking at China's preschool education, there are some problems such as insufficient investment, imperfect legislation and low quality of teachers, which need to be further developed and improved.
Keywords:: Enlightenment from the characteristics of preschool education in Japan
1 Characteristics of early childhood education in Japan
1. 1 binary child care
Pre-school education in Japan is mainly realized in two ways, one is kindergarten and the other is nursery. The difference between them is that (1) belong to different department heads. (2) Enrollment targets: children aged 3-6 in kindergartens and children aged 0-6 in nurseries. (3) Admission time: the kindergarten implements the school year system in April every year, with winter and summer vacations; The nursery is open at any time, and there is no winter and summer vacation. (4) nursery time: 4 hours a day in kindergarten and 8 hours in nursery. (5) Nurseries receive more public subsidies and lower fees; Kindergartens receive less public subsidies and higher fees. (6) Education standard: Nursery is still one grade lower than kindergarten. From June 5 to April 38, 2004, Japan's Central Education Review Council published a consultation report on "Integrated Organization of Early Childhood Education and Care", which expounded the significance and concept of early childhood education and care integration. At present, although the integration of the two has not been fully realized, the educational content of the two has changed greatly, and the trend of integration is becoming increasingly obvious.
1.2 Administering education according to law and promoting education by law
The development of preschool education in Japan is actually a process to legalize it. From the promulgation of Regulations on Kindergarten Care and Equipment (1899) and Kindergarten Order (1926) to School Education Law (1947), Kindergarten Setting Standards (1956) and Kindergarten Education Outline. From the promulgation of Social Undertaking Law (1938) to the promulgation of Child Welfare Law (1947) and Minimum Standards for Child Welfare Facilities (1948). In the 1990s, with the trend of declining birthrate, nuclear family, urbanization and informationization, the Ministry of Education successively promulgated the Angel Plan (1994) and the Children's Spiritual Education (1999), aiming at strengthening the educational power of families and communities, coordinating all forces to educate preschool children and forming a harmonious society.
1.3 Attach importance to the construction of teaching staff
Japan has always attached great importance to the training of preschool teachers. To be a kindergarten teacher, whether national, public or private, you must hold a considerable qualification certificate. In Japan, the entry threshold for the teaching profession is relatively high. Even if you get the "two certificates" with the lowest qualification certificate for kindergarten teachers, you must have a short-term undergraduate degree. In order to ensure that teachers can always maintain the necessary qualifications and update their knowledge and skills regularly, the Ministry of Education set the validity period of teacher qualification certificate as 10 year in 2009, and it must be updated once every 10 year. One of the ways for kindergarten teachers to obtain certificates is to complete the required credits directly through university education. The first-class qualification certificate requires a four-year university to complete 124 credits or more, and generally requires a bachelor's degree. The second-level qualification certificate requires short-term universities and other institutions of higher learning to complete more than 62 credits.
2 Japanese preschool education to China's enlightenment
2. 1 Strengthen the emphasis on preschool education
For a long time, there has been a problem of insufficient financial input in preschool education in China, accounting for only1.2%-1.3% of the total national education input. Moreover, there are institutional differences in financial input between urban and rural areas, between public parks and private parks, and between public parks with different school-running entities. Government investment is mainly concentrated in kindergartens at or above the county level. On June 29th, 20 12, The Economist Intelligence Unit released the Comparative Research Report on the Development Level of Preschool Education in 45 Countries and Regions-Getting off to a Good Start: A Global Benchmark for Early Education, which showed that China was the most expensive in the "affordability" ranking. The report points out that the China government rarely provides subsidies for disadvantaged children and families, and has little investment in preschool education, resulting in a small number of public kindergartens, which are expensive, and sending children to kindergartens is more expensive than sending them to universities. In 20 10, the monthly fee of Peking University, the best university in China, was 102, but the monthly fee of some kindergartens was as high as 660, equivalent to six times that of top universities.
2.2 Improve pre-school education legislation
Looking at the development of preschool education in China, the education legislation before the reform and opening up is almost blank. Until the end of 1980s, relevant laws and regulations were promulgated one after another, such as Regulations on Kindergarten Work, Code for Architectural Design of Nurseries and Kindergartens, Law on the Protection of Minors in People's Republic of China (PRC), Law on Teachers in People's Republic of China (PRC), and Guiding Outline of Kindergarten Education. In the 1990s, with the reform of China's economic system, the school-running system and investment mechanism of kindergartens have undergone fundamental changes, but the corresponding pre-school education laws and regulations are relatively backward. In addition to the Regulations on Kindergarten Management and Regulations on Kindergarten Work, a large number of laws related to preschool education are scattered in other relevant laws and regulations. It is gratifying that in 2003, the Education, Culture and Health Committee of the National People's Congress included preschool education legislation in the legislative research plan, and at the end of 2006 officially entrusted the Ministry of Education to carry out the research and drafting of the preschool education bill. From June 5, 2007 to 10, the Ministry of Education will put preschool education legislation into the legislative focus in the next five years.
2.3 Strengthen the construction of teaching staff
The overall level of preschool teachers in China is low. According to the data of China Education Statistics Network in 2008, there are 898,552 full-time kindergarten teachers in China, including 3 127 1 person with high school education or below, accounting for 3.5%. 360,492 people graduated from high school, accounting for 40.12%; College graduates are 4234 13, accounting for 47.12%; There are 82,724 undergraduates, accounting for 9.2%. Moreover, the specialization level of preschool teachers is not high. In Fujian Province, for example, about 28.7% of preschool teachers have no teacher qualification certificate, and the proportion of teachers without qualification certificate in private parks is much higher than this. In recent years, more and more attention has been paid to the construction of preschool teachers. On April 8, 2009, at the first international seminar on teacher qualification certificate system in China, the Department of Teacher Education of the Ministry of Education stated that China's teacher qualification certificate will be certified regularly, and the temporary certificate, limited certificate and lifelong certificate will be classified and managed.
refer to
[1] Liu Tiane. Characteristics and Enlightenment of Japanese Modern Preschool Education [J]. journal of nanchang hangkong university, 2012 (02):103-108.
[2] Ada, Shi Jin, Pan Yuejuan. A Comparative Study of the World Preschool Education Rankings and Its Enlightenment [J]. Preschool Education Research, 20 13 (02): 1-7.
[3] Cao Zhixiang. The present situation and development trend of preschool education in Japan [J]. World Education Information, 1998 (05): 23-26.
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