Preface

Education is the foundation for a hundred years. The 21st century is the era ofknowledge economy. If China wants to catch up with the level of the world’smedium-sized developed countries in the middle of the 21st century, it must put education in the first place of development. We should adhere to the principle that education should serve the socialist modernization drive and the people, combine it with productive labor and social practice, and cultivate socialist builders and successors with all-round development of morality, intelligence, physical integrity and beauty. Training a large number of education management talents is an important task for all kinds of education departments in the 21st century. As an important part of national education system, preschool education is the beginning of lifelong education. The development of preschool education is of great significance to the promotion of children physical and mental health, the construction of a lifelong education system and the overall construction of a harmonious society. Therefore, improving the overall level of early childhood education is an important part of the national development strategy.
Up to now, more and more researches have revealed the importance of preschool education in the development process of human life, and the requirements of society for the quality of preschool education are increasing day by day. This undoubtedly puts forward higher requirements and expectations for preschool educators, especially preschool teachers. The key to improve the quality of preschool education is to build a high-quality team of preschool education teachers and constantly improve the professional quality of preschool education teachers. It is also the fundamental guarantee for the rapid development of preschool education in China. Facing the whole country and drawing on the advanced international educational management concepts, the book has made breakthroughs in human resources, environmental resources and scientific research management of preschool education. At the same time, on the one hand, it realizes the organic combination of various internal factors of preschool education, on the other hand, it integrates all external factors of preschool education, which makes the book expand from the internal to the external of preschool education management, forming an open system.
This book is applicable to preschool education institutions with different characteristics, and strives to organically combine the professional management of preschool education with the comprehensive management of preschool education, and organically combine the modern management theory with the practice of preschool education management. On this basis, it seeks the ways and methods of education management for all children.
Due to the tight time, heavy task and limited editor’s level, there are inevitably deficiencies and inadequacies in the book. We sincerely ask the readers to put forward valuable opinions in the use process. We will continue to work hard to make this book more mature and perfect, and do our best for the development of early childhood education in China.

前 言

百年大计，教育为本。 21 世纪是知识经济时代，中国要想在 21 世纪中叶赶上世界中等发达国家的水平，必须将教育置于发展的首要位置。坚持教育为社会主义现代化建设服务，为人民服务，与生产劳动和社会实践相结合，培养德智体美全面发展的社会主义建设者和接班人。 培养大批教育管理人才， 是 21 世纪各级各类教育部门共同担负的一个重要任务。学前教育作为国民教育体系的重要组成部分，是终生教育的开端。发展学前教育，对促进儿童身心健康，构建终身教育体系，全面建设和谐社会具有重要意义。因此，提高幼儿教育的整体水平是国家发展战略的重要组成部分。
到现在，越来越多的研究揭示了学前教育在人的一生的发展过程中的重要性，社会对学前教育质量的要求日益提高。这无疑对广大的学前教育工作者尤其是幼儿教师提出了较高的要求和期望。建设一支高素质的学前教育师资队伍，不断提高广大学前教育教师的专业素质，是提高学前教育质量的关键。也是我国学前教育事业长足发展的根本保证。本书面向全国，借鉴国际先进的教育管理理念，在学前教育的人力资源、环境资源、科研管理等方面有所突破。同时，一方面实现了学前教育内部各方面因素的有机结合，另一方面整合了学前教育外部的各方面因素，使本书从学前教育管理内部向外部拓展，形成开放性的体系。
本书适用于不同特色的学前教育机构，并力求把学前教育专业管理与学前全面教育管理有机结合，将现代管理理论与学前教育管理实际有机结合，在此基础上，寻求面向全体儿童的教育管理途径和方法。
由于时间紧，任务重，编者水平有限，在书中不可避免地存在着不足、不妥之处，恳请读者在使用过程中提出宝贵的意见。我们将继续努力，使本书更加成熟和完善，为我国幼儿教育事业的发展尽绵薄之力。