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By She Yu, Research Department of Social Development, DRC; Gong Xin, Central China Normal University & Li Lingfang, Changjiang Education Research Institute

Research Report, No.217, 2020 (Total 5961) 2020-9-7

Abstract: From the perspective of economics and under certain economic and social conditions, the supply of preschool education in rural areas refers to the opportunities and resources that the government and non-government preschool institutions are willing and able to provide to preschoolers in rural areas for entry of kindergartens and the opportunities and resources mainly include the quantity, quality, scale and levels of preschool education supply. The goal of preschool education supply in rural areas needs to provide fair and qualified public service of inclusive pre-school education, with special emphasis on inclusiveness and local characteristics. In order to meet the needs of rural families for high-quality, diversified and optional preschool education, and in light of the current situation of preschool education supply in rural areas, relevant improvements can be made in the following aspects. We need to continue to expand the total supply of preschool education institutions in rural areas; we need to optimize the supply structure, improve the accessibility of preschool education services, rationally adjust the regional and social group investment structure, and focus on strengthening the development of village-level kindergartens; we need to innovate ways of supply, explore diversified forms of kindergartens, and reasonably grasp the frequency and focus of kindergarten development; we need to improve the quality of teaching faculty and childcare services, and make improvements on the basis of ensuring the principal requirements; we need to enhance the efficiency of supply and improve restraint and supporting mechanism.

Keywords: preschool education, rural areas, supply, approaches