The transformation of government responsibility and the development of educational policies for early childhood education reform in China

Currently, China is undergoing a social transformation driven by its government transformation. During this critical period, the development of nearly all social issues is closely tied to the role and accountability of the government. The development and reform of early childhood education (ECE) are no exception. Since the founding of the People’s Republic of China (PRC), almost all of the development trends of ECE can be attributed to the government’s performance in terms of its function and accountability. Exploring the reform and development of ECE in China from the government’s changing responsibility could lead to a more comprehensive understanding of the bigger picture. The World Development Report 1997: The State in a Changing World reminded that “far-reaching advancement in the global economy has us revisiting basic questions about government: what its role should be, what it can and cannot do, and how best to do it” (World Bank 1997: 25-26). In this chapter, we will introduce the status quo of ECE and government transformation in China, focusing on the influences of value orientation, the division of responsibility, and the impact of government accountability on the development of ECE. Furthermore, we will build a preliminary framework of ECE for the future, based on emerging issues and problems.