On November 8, 2024, the Standing Committee of the 14th National People’s Congress passed a landmark piece of legislation: the Preschool Education Law of the People’s Republic of China. The law officially came into effect on June 1, 2025, coinciding with China’s 76th National Children’s Day. Comprising nine chapters and eighty-five articles, the law formally integrates preschool education for children aged three to six into the national education system. This marks a historic advancement, granting preschool education constitutional standing within China’s broader educational framework. Officials from the Ministry of Education have emphasized that anchoring preschool education in binding legislation enhances the government’s ability to address long-standing challenges related to quality, access, and regulatory oversight.
From the outset, the law establishes preschool education as a public welfare responsibility and an essential component of the national education system. It mandates that the government takes the lead in planning, funding, and ensuring equitable access to preschool education, while also encouraging regulated participation from private and non-profit entities. Importantly, it prioritizes support and resources for rural areas, disadvantaged populations, and ethnic minority communities, aiming to ensure inclusive and equitable preschool access for all children.
A key pillar of the law is its child-entered approach. Chapter 2 introduces strong protections for the rights of preschool children, safeguarding their safety, health, dignity, respect, and equal opportunities. Significantly, it prohibits academic testing, ranking, or screening at the preschool level to reduce undue academic pressure and competition before the age of six. As outline in article 19, preschool education practices must align with children’s developmental stages and activity-based learning needs, consistent with globally recognized principles of early childhood education.
One of the law’s most widely supported provisions is its explicit prohibition of “primary school-style” instruction in preschools. This includes banning early introduction in primary-level subjects, test preparation, and structured literacy or mathematic teaching. Instead, preschools must focus on sensory exploration, play-based learning, and social-emotional development tailored to the cognitive and, emotional needs of young learners. This separation ensures that all children begin formal schooling on an equal footing, with a clear boundary between early childhood education and compulsory primary education.
Beyond content and curriculum, the law also seeks to enhance the quality and accountability of preschool educators. Article 50 requires mandatory background checks and health screenings for all preschool staff, including teachers, principals, caregivers, and health personnel. Individuals with records of abuse, violence, substance misuse, or other serious misconduct are strictly prohibited from employment in preschool settings. Furthermore, the law mandates that wages and social protections for public preschool teachers be included in public education budgets, reinforcing the long-term professionalization and stability of the early childhood education workforce.
Financially, the law establishes a three-tiered funding model: core government investment, family contributions, and diversified funding sources. Local governments are required to calculate the operational costs of public-interest preschools and allocate subsidies accordingly. Notably, the law encourages pilot programs offering free preschool education in model regions, with the aim of reducing the financial burden on families and expanding access. Several provinces, including Shandong and Guangzhou, have already launched such initiatives, particularly targeting the urban-rural divide. In the future, metrics such as preschool enrollment rates and early childhood development outcomes may be used to assess the law’s effectiveness.
In summary, the Preschool Education Law of the People’s Republic of China marks a significant step in strengthening the legal foundation, equity, and quality of early childhood education. It not only guarantees preschool as a public good but also establishes robust mechanisms to protect children’s rights, improve educator standards, and build a more inclusive and supportive educational environment for China’s youngest learners.
Bibliography
Jincheng Education Bureau. (2025, February 10). 《中华人民共和国学前教育法》自2025年6月1日起施行. 晋城市教育局. Retrieved June 7, 2025, from https://xxgk.jcgov.gov.cn/szfgzbm/jcsjyj/fdzdgknr_31128/fgwj_31138/202502/t20250210_2097945.shtml
Rizhao Daily. (2024, November 9). 全国人大常务委员会通过《中华人民共和国学前教育法》. 日照新闻网. Retrieved June 9, 2025, from https://www.rmzxb.com.cn/c/2024-11-09/3631793.shtml
