| Annotation |
Russia and China view pre-school education as a strategic component of their own national policy and are actively implementing a number of priority measures to update and reform these systems. The article deals with the comparative analysis of the development of preschool education in neighboring countries: Russia and China. The analysis touched upon the scientific discussion in the field of updating preschool education systems in Russia and China based on the following criteria: ensuring access to education; ensuring the quality of children’s education. In general, the problems of access to pre-school education, as well as the alignment of existing differences, have become common and relevant for both countries in recent years. This suggests that the quality of pre-school education is increasingly dependent not on the national and cultural characteristics of the population (although this factor is undoubtedly very important), but on the economic situation of the territory. The Chinese approach to building market relations in the pre-school education system is radically different from the Russian management system in its pragmatism and creative attitude to reforms. In conclusion, it is concluded that pre-school education systems in Russia and China will face new challenges in the future. Therefore, the parties should make common efforts to share existing development results, promote innovation in the field of pre-school education and create conditions for sustainable and favorable implementation of innovations in this area.
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| References |
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