Challenges of Preschool Education Development in Chinese Poverty Counties: Stakeholders’ Perspective

Kongchao HE, Xiaoping YANG


Due to the historical roots and current political system, preschool education development in China is extremely uneven. At the bottom of preschool education development pyramid, there are 592 national poverty-stricken counties, all of which are in remote and rural areas. From the perspective of stakeholders, based on the interviews with 114 participants from county F which focused on “the challenge for the development of preschool education”, it is concluded that the main challenges for poverty counties in developing preschool education consists of serious shortage of funds, low qualified teachers, unclear functions of government and the crisis of educational quality. It is believed that the central government’s active intervention, the service functions of local government, the communication between kindergarten and family and teachers’ self-development should be the right way to better development in the future.


Preschool education development; Challenge; Stakeholders; Poverty areas

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