Communications in Humanities Research ISSN: 2753-7072
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Research Article

Comparative Study of Preschool Education Between China and the UK: Differences in Models, Cultural Logic, and Integration Paths

Yanghuizi LiuTianjin Communication University* Shuohan ZhaoJimei University

* Corresponding author: [email protected]

Abstract

With the deepening of global educational reforms, preschool education, as the foundational stage for an individual's lifelong development, has been receiving increasing attention concerning its quality and models. China and the United Kingdom have developed locally distinctive educational models and practice systems in preschool education. This study aims to systematically compare preschool education in China and the UK in terms of policy orientation, curriculum implementation, teacher roles, and home-school collaboration, analyze the underlying cultural and social factors, and explore their impact on the holistic development of children. The research finds that Chinese preschool education emphasizes collectivism and knowledge transmission, focusing on standardization and uniformity; in contrast, the UK places more emphasis on individual differences and play-oriented approaches, advocating child-centered learning and autonomous exploration. Based on these findings, this paper proposes integrated recommendations to promote the comprehensive development of preschool education, including curriculum integration, teacher professional development, and home-school collaboration, to provide a reference for preschool education reform in China.

Keywords: Preschool Education Models; China-UK Comparison; Child Development; Curriculum System; Teacher Roles
Published: February 24, 2026
DOI: 10.54254/2753-7064/2026.BJ31911
Volume: CHR Vol.101
pp. 172-179
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