Childhood Education Policy in China: Problems and Strategies (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)

Foreword Acknowledgments Contents About the Authors 1 The Migrant Children Education Policy in China 1.1 Literature Review 1.1.1 Definition of Migrant Children 1.1.2 Causes of Migrant Children 1.1.3 Supervision of Migrant Children 1.1.4 The Responsibility 1.1.5 Education Equity 1.1.6 Social Adaptation 1.1.7 Identity Conversion: It is Difficult to Live in a Stable Home and Study and Live 1.1.8 Quality of Education: There Are Big Differences in Academic Performance and Low Academic Achievement 1.1.9 Why Should the Education of Migrant Children Be Solved 1.2 Analysis of Policy Text 1.2.1 Policy Background 1.2.2 Policy Content 1.2.3 Policy Analysis 1.2.4 Data Analysis and Result Collation 1.3 Challenges and Problems of Migrant Children in Practice 1.3.1 Definition of Migrant Children (“Floating Children”) 1.3.2 Causes of Migrant Children Existence 1.3.3 Social Integration in the Places of Entry is Poor 1.3.4 Absence of Family Care and Supervision 1.3.5 Migrant Children Generally Suffer from Poor Physical and Mental Health 1.4 Problems Faced by Urban Migrant Children in Compulsory Education 1.4.1 It Is Difficult to Formulate and Implement Government Policies 1.4.2 Insufficient Financial Investment in Education 1.4.3 There Are Deficiencies in the Way of Schooling for Migrant Children 1.4.4 The Health and Safety of Migrant Children Deserves Attention 1.5 Countermeasures and Suggestions for Challenges and Problems 1.5.1 Local Government: Set Up Schools 1.5.2 Policy Perspective: Limit the Generation of Migrant Children and Solve Education Problems at Home 1.5.3 From the Perspective of Family: Choose Wisely and Do Not Cause Trouble to the Government 1.5.4 Science and Technology: Modern Technology Helps Share Educational Resources 1.6 Conclusion References 2 The Left-Behind Children Education Policy in China 2.1 Literature Review 2.1.1 The Origin and Definition of Left-Behind Children 2.1.2 Review of Education Research on Left-Behind Children 2.1.3 Research on the Impact of Left-Behind Experience on Children’s Education 2.1.4 Research on the Causes of Education Problems of Left-Behind Children 2.1.5 Research on Countermeasures of Education Problems of Left-Behind Children 2.1.6 Supporting Research on Left-Behind Children’s Education 2.2 Theory Tools 2.2.1 Human Capital Theory 2.2.2 Multi-center Governance Model 2.2.3 Public Policy Perspective 2.3 Analysis of Policy Text 2.3.1 Education Policies for Left-Behind Children in China Before the 18th CPC National Congress 2.3.2 The Deficiencies of Education Policies for Left-Behind Children 2.4 Challenges and Problems in Practice 2.4.1 The Absence of Family Education 2.4.2 Equality in Education 2.4.3 The Level of Rural Education Resources Needs to Be Improved 2.4.4 Rural Education Infrastructure Is Relatively Backward 2.4.5 Children’s Mental Health Problems 2.5 Countermeasures and Suggestions 2.5.1 Create a Good Family Education Environment 2.5.2 Pay Attention to the Overall Development of Children 2.5.3 Improve the Education Level of Left-Behind Children 2.5.4 Cultivate Left-Behind Children’s Interest in Learning 2.5.5 Create a Good Social and Educational Environment 2.5.6 Coordinate Regional Economic Development 2.5.7 Strengthen the Construction of Social Support System 2.5.8 Organize Mental Health Education Activities 2.5.9 Carry Out Rich Extracurricular Activities References 3 The Ethnic Children Education Policy Development in China 3.1 Literature Review 3.1.1 The Historical Development 3.1.2 Establishing a Regular Mechanism for Ethnic Unity Education 3.2 Theoretical Tools 3.2.1 Multicultural Education 3.2.2 Policy Management Framework for Ethnic Education 3.2.3 Introduction of Policy Tools 3.3 Analysis of Policy Text 3.3.1 Attaching Importance to and Helping Ethnic Minorities and Ethnic Minority Areas Develop Education 3.3.2 Strengthening Leadership Over Ethnic Education 3.3.3 Implementing the Education Mode of Combining Ethnic Language Teaching with Bilingual Teaching 3.3.4 Establishing Schools for Ethnic Minorities at Various Levels and of Various Types 3.3.5 Improving the Teaching Staff of Ethnic Minorities 3.4 Challenges and Problems 3.4.1 High Dropout Rate 3.4.2 Bilingual Teaching Is Difficult 3.4.3 Difficulties in Cultural Transmission 3.4.4 Limited Development 3.5 Countermeasures and Suggestions 3.5.1 Supplementary Life Education and School Education 3.5.2 Implement Preferential Policies to Strengthen Teachers for Ethnic Education 3.5.3 Improve the Allocation of Educational Resources 3.5.4 Strengthen Communication and Enhance the Importance of Education References 4 The Special Children Education Policy in China 4.1 Literature Review 4.1.1 The Concept and Definition of Exceptional Children 4.1.2 Acceptance of Special Children 4.1.3 Administration of the Process of Special Education 4.1.4 Quality Monitoring of Special Education 4.2 The Theoretical Tools 4.2.1 The Evolution of China’s Special Education Policy 4.2.2 The Development of Special Education in Non-compulsory Education 4.3 Analysis of Policy Text 4.3.1 The Historical Process of China’s Special Education Policy 4.3.2 China’s Special Education Policy Structure System 4.3.3 Analysis of Special Education Policies Since the 18th CPC National Congress 4.4 Countermeasures and Suggestions 4.4.1 There Is a Shortage of Teachers for Special Education, and the Comprehensive Quality of Teachers Should Be Improved 4.4.2 With the Shift, System Is Difficult to Implement—Low Quality References 5 The Boarding Schools’ Children Education Policy in China 5.1 Literature Review 5.1.1 Mental Health of Students in Rural Boarding Schools 5.1.2 The Ruin of Boarding 5.1.3 School Management 5.1.4 Security Management Issues 5.1.5 Dietary Hygiene Management 5.2 The Theoretical Tools 5.2.1 Rural Boarding Schools 5.2.2 Social Basis: Educational Equity View 5.2.3 Economic Basis: The Theory of Economies of Scale in Education 5.2.4 Basis of Man: Socialization Theory of Education 5.3 Analysis of Policy Text 5.3.1 Overview of Policy Release 5.3.2 The Policy with Boarding Schools as the Main Object 5.4 Challenges and Problems in Practice 5.4.1 High Cost of Boarding School and Cost Pass-Through 5.4.2 Disadvantaged Students in Mind and Body 5.4.3 Teacher’s Burden and Moral Education Effect 5.5 Countermeasures and Suggestions for Challenges and Problems 5.5.1 Establish a Mechanism for Steadily Increasing Funds Allocation and Cost Measurement for Boarding Schools, and Appropriately Expand the Scale of Boarding Schools 5.5.2 We Should Pay Attention to Students’ Life and Psychological Needs, and Provide Professional Life Teachers and Psychological Counseling Teachers 5.5.3 Scientifically Determine the Number of Teachers in Rural Areas, Reduce the Total Amount of Teachers’ Work, Optimize the Working Environment for Teachers, and Improve Information Infrastructure References This book examines the childhood education policy development in China. It involves investigating the holistic landscape of China’s childhood development from a policy perspective. It also offers a specific lens to examine the migrant childhood education policy in China, the left-behind childhood education policy in China, the ethnic childhood education policy development in China, the special childhood education policy in China, and the boarding schools’ childhood education policy in China. The intended readers are scholars and researchers who are interested and work in research on China’s childhood education reform/pre-K-12 in China. The administrators and stakeholders in Chinese education system and graduate students are majoring and minoring in the field of educational policy.