A study on the understanding and implementation difficulties of kindergarten teachers in the policy of "deprimaryization"

Abstract

With the development of kindergarten education, the policy of “de-primary schooling” has played an increasingly important role in China’s preschool education system. In the past, public understanding of this policy mainly stayed at the textual level, neglecting teachers’ subjective cognition and practical dilemmas in implementation. This has led to several problems, including the persistence of primary-school–oriented teaching practices, the mismatch between parental expectations and policy objectives, and the unequal distribution of educational resources. These issues not only weaken the effective implementation of the policy, but also intensify educational involution, resource imbalance, and developmentally inappropriate practices for children. Therefore, this study intends to adopt literature review, questionnaire survey, and case analysis methods to explore teachers’ understanding of the “de-primary schooling” policy, the difficulties they encounter in the implementation process, and their behavioral manifestations. Based on the findings, this paper proposes solutions such as strengthening teacher training, optimizing home-kindergarten co-education concepts, improving policy support systems, and perfecting supervision mechanisms, with the aim of promoting the effective implementation of the policy and advancing the healthy development of preschool education. This study focuses on teachers’ understanding, challenges, and behavioral responses regarding the “de-primary schooling” policy, as well as suggestions for policy improvement.