亚开行-中国的幼儿发展与减贫（英）-2021.9-26页_504kb

Summary of Early Childhood Development and Poverty Reduction in the People's Republic of China

Core Content

This working paper explores the relationship between early childhood development (ECD) and poverty reduction in the People's Republic of China (PRC), emphasizing the importance of ECD in improving human capital quality and long-term social and economic outcomes. It also outlines the historical evolution of ECD systems in the PRC and draws on international research to suggest policy improvements.

Main Challenges in Early Childhood Development

• Migration-Related Challenges in Disadvantaged Rural Areas:

  • Large-scale rural-urban migration since the 1980s has led to a significant increase in the number of left-behind children.
  • In 2010, there were 61 million rural left-behind children, accounting for 37.7% of all rural children.
  • By 2015, the number of rural left-behind children under 5 years reached 40.5 million, making up 28.9% of all rural children.
  • The phenomenon of intergenerational support has increased, with many left-behind children living with grandparents.
  • These children often face inadequate nutrition, insufficient care, and delayed development due to long-term parental separation.

• Developmental Delays and Care Issues:

  • Infants and toddlers in poor rural areas suffer from developmental delays in nutrition, health, cognition, language, and social-emotional development.
  • In the Qinling Mountains and Bashan Mountains, 50.4% of children aged 24–30 months had cognitive delays.
  • In southern Shaanxi, 46.11% of infants experienced delayed social and emotional development, and 47.58% lived in poor family environments.
  • Caregivers often lack proper feeding knowledge and parenting skills, contributing to these developmental issues.

• Public Services and Caregiver Isolation:

  • The PRC has historically underdeveloped public services for infants and young children, especially in rural areas.
  • Most child health care workers in rural areas are part-time with limited professional training and resources.
  • Only 5.55% of children aged 0–3 were enrolled in early education programs in 2016, compared to 33.2% in OECD countries.
  • Caregivers, particularly grandmothers, often experience depression, which negatively impacts child development.

Historical Evolution of ECD Systems in the PRC

• Pre-1990s:

  • Employers provided childcare services in urban areas under the planned economy system.
  • Rural childcare was limited to mutual aid groups and informal arrangements.
  • Public kindergartens were not established for children under 3 years, leaving them underserved.

• Mid-1990s–2010:

  • Collective kindergartens declined due to state-owned enterprise reforms, while private kindergartens expanded.
  • The policy focus on ECD for children aged 0–3 years was largely absent.
  • The number of public kindergartens dropped to 0.1% of total by 2010, indicating a significant policy gap.

• 2010s–2020s:

  • ECD for children aged 0–3 years was reintroduced to the policy agenda.
  • The PRC implemented three 3-year action plans for preschool education, leading to a substantial increase in public investment.
  • Public investment in preschool education rose from CNY24.4 billion in 2010 to CNY156.4 billion in 2017 (a 5.4-fold increase).
  • The gross enrollment rate in preschool education reached 81.7% by 2018, with public kindergartens accounting for 31% of all kindergartens.
  • The government has started to emphasize the development of infant care services in rural and underdeveloped areas.

Key Policy Recommendations

• Invest in ECD to Improve Human Capital:

  • ECD is a high-return investment, contributing to better education, health, and economic outcomes.
  • The PRC should prioritize ECD as a critical component of human capital development.

• Provide Comprehensive and Equitable ECD Policies:

  • Special attention should be given to vulnerable rural populations and their caregivers.
  • Policies should ensure equitable access to ECD services for all children, especially those in poverty-stricken areas.

• Support Caregivers in ECD Policies:

  • Caregiver well-being and support are crucial for child development.
  • Programs should include mental health support, parenting education, and community-based interventions.

• Offer Flexible and Diverse ECD Services:

  • A mix of public and private services should be developed to meet the needs of different families.
  • Home visiting programs could be used in remote areas where center-based services are not feasible.

Conclusion

The paper highlights the critical role of ECD in poverty reduction and long-term development outcomes. It underscores the need for a more systematic, equitable, and comprehensive ECD service system, particularly in rural and vulnerable areas. Drawing on international examples and research, the authors recommend policy reforms that focus on caregiver support, public investment, and the expansion of accessible and flexible ECD services.