ABSTRACT
The importance of early childhood education (ECE) in China goes back to antiquity. The contemporary period of ECE in China began with the establishment of a new state in 1949. After the establishment of the People’s Republic of China, ECE developed gradually. It was declared that education should serve the people, instead of only the wealthy class. To guarantee children’s rights to survival, development, and education, China drafted a host of laws and action plans to provide for these fundamental protections. To ensure the continued financial support of Chinese ECE programs, the government established a special investment system. Building preschools is principally occurring in rural districts. An increase in preschool supply has brought about a commensurate increase in enrollment. The great changes in Chinese ECE occurring are inextricably linked to broader trends in national political, economic, and social reform. During the early years of New China, ECE acted as collective welfare facilities or services operating under a planned economic system.
