Introduction
Intellectual development during early childhood forms an essential foundation for future learning and personal development. This study examines the preschool education system in China, exploring the pedagogical principles and government policies that guide the intellectual development of children in this age group. The analysis includes the influences of renowned educators such as Zhang Xue, Zhang Zunlin and Tao Xinji, and the application of specific educational programs in the Chinese context.
Methods
A theoretical approach based on literature review and analysis of key documents such as the government guidelines “Rules for Kindergarten Management” and “Work Procedures in Kindergarten” was used. The methodology included the systematization and analysis of concepts, goals and practices associated with child cognitive development as described in Chinese pedagogical literature.
Results
The results indicate that the Chinese preschool education system prioritizes preparing children for school learning, developing cognitive interests and social skills. The curriculum covers:
Sensory development and language skills: activities to stimulate perception and communication.
Basics of arithmetic: introduction to elementary mathematics.
Social skills: promoting group interaction and cooperation.
The role of the educator is central, and ongoing training and the integration of preschool pedagogy faculties with specialized schools are encouraged. Initiatives such as short and long-term courses, pedagogical exchanges and international internships have been implemented.
Discussion
Preschool education in China is characterized by a combination of traditional and innovative methods, emphasizing discipline, active involvement of children, and a stimulating environment. Approaches vary between public and private institutions, with a focus on the integral development and adaptation of children to the demands of school. Programs have been shown to be effective in promoting cognitive, creative, and social skills, although the lack of standardization may be a limitation.
Conclusion
Early childhood intellectual development in China reflects a systematic effort to balance tradition and innovation, which has had a positive impact on children’s academic and social readiness. Future research could explore how Chinese educational practices compare with those of other countries, offering new insights for global improvements in preschool education.
Reference :
FAZAN, VV; SHTEFAN, LA; KUZNETSOVA, OY Intellectual development of preschool children in China. Theory and methodology of teaching and education, n. 54, p. 121–130, 2023. DOI: 10.34142/23128046.2023.54.11.
