Pre-school Education学前教育

Pre-school education（学前教育xuéqián jiàoyù） is an important component（组件zǔjiàn） of education cause in China. In urban（城市的chéngshì de） areas, pre-school education is mainly kindergartens of 1 to 3 years, which could be full time, part-time, boarding or hour-reckoned. In rural（农村的nóngcūn de） areas, pre-school education is mainly nursery（托儿所tuóérsuǒ） classes and seasonal kindergartens in addition. In the aging, minority, remote and poor areas, besides the normal preschool education, there are irregular education with various forms such as children activity centers, game groups, mobile aid centers, and mobile service called "caravan"（大篷车dà péngchē）.

Following the policy of providing per-schooling education by the state, collective bodies, citizens（公民gōngmín） and individuals（个体gètǐ） and developing through multiple channels in various forms, pre-school education in China has made significant progress. In 2010, there were 138,209 kindergartens with an enrollment（注册zhùcè） of 15,468,596 young children. Per-school education has been generally universalized in big and middle-sized cities.

During recent years, pre-school education in the mass rural areas, particularly in remote, poor and minority areas, has developed rapidly. The kindergartens combine childcare（儿童保育értóng bǎoyǜ） with teaching so that the children will develop physically, morally, intellectually and aesthetically in a harmonious（和谐的héxié de） way to get ready for their formal school education. The educational activities conducted in kindergartens constitute a systematic, purposeful and multi-faceted process（过程guòchéng） of education conductive to lively, invigorating and sound development of children. With playing games as the main part of educational activities in kindergartens, a good environment（环境huánjìng） should be created conducive to the education with conditions（条件tiáojiàn） and opportunities offered to children to live and display their expressiveness.

To enhance（加强jiāqiáng） the management（管理guǎnlǐ） and guidance（指导zhǐdǎo） of kindergartens, the state has formulated a serious of regulations including "Regulations on The Management of Kindergartens" and the "Regulations on Kindergarten Work" placing the management of kindergartens on scientifically sound and institutionalized basis. The state has also formulated regulations and rules concerning the qualification（资格zīgé） of kindergarten teachers and the assessment（评定píngdìng）of their performance（绩效jìxiào）. At present, the normal schools devoted to the training of kindergarten teachers and the discipline of pre-school education have made big stride（进展jìnzhǎn） and the training system of pre-school teachers at considerable scale（规模guīmó） has taken shape.