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学前教育机会公平是指在增加儿童总体教育机会的同时,更要保障教育机会分配向弱势群体倾斜,即实现益贫式发展。针对城乡二元经济结构,利用中国家庭收入调查项目(CHIP)数据分别构建城镇家庭和农民工家庭学前教育的社会机会函数,进一步计算益贫指数发现,城镇家庭和民工家庭的学前教育机会分配均不具备益贫性。相对于城镇家庭而言,民工家庭组群中学前教育机会被富裕家庭所占有的可能性更大。促进城乡家庭学前教育机会公平的对策是:增加农村贫困家庭收入,提升其学前教育投资能力;构建利于儿童平等发展的家庭政策,培育父母学前教育投资意愿;优化学前教育资源供给,促进城乡协调发展;积极推进学前教育立法,保障师生合法权利。
Equal access to pre-school education means, while increasing the overall educational opportunities for children, it is also necessary to ensure that education opportunities are allocated to the disadvantaged groups, that is, to achieve the development of pro-poor development. According to the urban-rural dual economic structure, we use the Chinese household income survey (CHIP) data to construct the social opportunity function of pre-school education for urban families and rural migrant workers respectively. Further calculate the poverty index, find that the pre-school educational opportunities for urban and migrant workers are all distributed Do not have the benefit of poor. Compared with urban families, pre-school opportunities for migrant workers are more likely to be occupied by wealthy families. The measures to promote equitable access to preschool education in urban and rural areas are to increase the incomes of rural poor families and enhance their ability to invest in pre-school education; to establish a family policy conducive to the equal development of children and to foster their willingness to invest in preschool education; to optimize the supply of preschool education resources and promote the coordinated development of urban and rural areas ; Actively promote preschool education legislation to protect the legitimate rights of teachers and students.