ABSTRACT
The first phase of the entire educational process, and a crucial one at that, is preschool education. Preschool education has progressively come to the attention of society in China in recent years. The disparity in preschool education between rural and urban areas has, however, grown increasingly pronounced over the course of the last half-century as urbanization has advanced. Many scholars have discovered that the disparities in economic development levels are what have caused these inequalities. However, there are still certain research gaps about this discrepancy. Therefore, this paper will examine this issue from different angles. This paper analyzes and investigates the phenomena of urban-rural inequality from the perspectives of preschool education theory and content, education resource allocation, government education investment, and family background through the review of pertinent literature and data. It is discovered through an in-depth study that the development of preschool education in rural areas has been hampered by the large productivity levels difference between urban and rural areas, the difference in quantity and quality of teachers’ groups, and the influence of family economic status and parents’ education level. In the end, this essay offers suggestions for the government's use of science-based investment, as well as approaches for addressing the rural teacher shortage and raising the caliber of rural educators. It is hoped that this paper will help to address the issue of disparity between urban and rural preschools.
