我国0～3岁儿童早期教育事业的发展概况及分析

An Analysis of the Development of Early Education and Care for Children from Birth to Three in China

20世纪前，我国的0～3岁儿童早期教育都由家庭承担。进入20世纪，特别是新中国成立以来，人口、经济和政策的发展推动了机构化的0～3岁儿童早期教育事业的发展，但发展水平远落后于3～6岁的儿童教育。我国的0～3岁儿童早教机构经历了育婴堂、蒙养园、幼稚园、托儿所、幼儿园托班和亲子中心等多种形态；0～3岁儿童早教师资在育婴师制度建立之前一直未曾有专门的培养机构，至今的职前培养体系也尚处于萌芽状态；历史上，曾经按照“年龄段”或“保教业务”确定过0～3岁儿童早期教育主管部门，但由于长期以来0～3岁儿童早教政策既未单独制订也不健全，导致主管部门长期不明确和监管无据可依，近年来，部分发达城市对0~3岁儿童早期教育的管理工作在逐步加强。据此，建议加强相关研究，制订0~3岁儿童早教事业发展政策，理顺管理体制，明确管理主体，加强监管，完善早教师资培养体系，以促进多元化的早教服务事业健康发展。

Before the 20th century, many Chinese families played an important role in early childhood education and care from birth to three. At the beginning of the 20th century, especially since the founding of People＇ s R.epubhc of China, with the de- velopment of population, economy and pohcy organized education and care for children from birth to three boosted, but still fell far behind compared with educare for children from three to six. Organized settings for 0-3-year-old children＇ s educare have several types of forms, including foundling asylum, ancient kindergarten, modem kindergarten, nursery school, day Care center and parent-child center. And there were no effective pre-service teacher education. Administration departments were once estabhshed in charge of early education for 0-3-year-old children. However, since there were no comprehensive educa- tional management pohcy, for a long period of time in history no one knows who should be responsible for preschool education and how. In recent years, in some of the more developed cities, things have been changed significantly. The researchers suggest that it is important to strengthen related researches, improve pohcies for the development of early education for birth to three, straighten out management system, and improve the system of teacher education.