On November 8, 2024, the 12th meeting of the Standing Committee of the 14th National People’s Congress voted to pass the Preschool Education Law of the People’s Republic of China. The law is set to take effect on June 1, 2025.

The promulgation of the Preschool Education Law of the People’s Republic of China (hereinafter referred to as the “Preschool Education Law”) marks a new historical milestone for preschool education in the country. Centered on safeguarding children’s rights, the law emphasizes the inclusiveness, safety, and quality of educational resources. It not only provides comprehensive protection for preschool education but also lays a critical foundation for building child-friendly cities. From the perspective of urban development, the implementation of this law extends far beyond education, creating new opportunities for children to integrate into society, experience culture, and enjoy equitable development.

Preschool education is not merely an educational policy but also a social commitment. By promoting universal access to and institutionalized management of preschool education, it offers children an equitable starting point and mitigates growth disparities caused by differences in family economic conditions or geographic location. This fairness not only guarantees individual development but also serves as a vital force for fostering long-term social stability and progress.

From Education to Culture: Cultivating a Fertile Ground for Children’s Growth in Cities

Culture is not only the accumulation of tradition but also a practice that thrives in the present. Similarly, education is more than the dissemination of knowledge—it is a process of cultural regeneration. This is especially true for preschool education. The Preschool Education Law underscores the importance of “promoting outstanding traditional Chinese culture” and incorporates cultural inheritance into the preschool education system. This is not merely an educational objective but a continuation and reshaping of societal awareness.

In the practice of building child-friendly cities, kindergartens are not only venues for education but also crucial points where children engage with societal culture. By integrating local cultural elements—such as traditional festivals and folk arts—into kindergarten curricula, children can experience the warmth of culture in their daily learning and foster a sense of belonging to their communities through exploration. Moreover, partnerships between kindergartens and urban public cultural institutions can enrich children’s cultural experiences. Free access to resources like museums and libraries allows children to encounter diverse cultural content in an educational and entertaining manner.

Additionally, kindergartens can organize activities such as parent-child cultural festivals and local handicraft experience days, encouraging families and children to explore culture together. Such interactions strengthen the ties between families and communities. This early cultivation of cultural identity not only supports children’s individual development but also enhances community cohesion and vitality. When culture takes root in children’s hearts, the future development of cities becomes imbued with warmth and humanistic charm.

From Resources to Spaces: Advancing Urban-Rural Equity in Preschool Education

Space is not merely a physical presence but also a key reflection of the distribution of social resources. Article 6 of the Preschool Education Law explicitly calls for the establishment of a “public preschool education service system that is inclusive, equitable, and well-planned across urban and rural areas.” This provision is not only a commitment to educational equity but also an acknowledgment of the social responsibility inherent in resource allocation.

In many cities, the imbalance in educational resources highlights the urban-rural divide. High-quality preschool education resources are often concentrated in economically developed areas, while rural and remote regions face persistent shortages. The construction of child-friendly cities demands that the distribution of educational resources shift from being solely driven by economic considerations to being centered on children’s needs. For example, in urban areas, optimizing the layout of community kindergartens can ensure that families have access to preschool facilities within walking distance. In rural regions, mobile education units or regional education hubs can provide children in remote areas with education of the same quality as that available to their urban counterparts.

Local governments can promote the integration of urban and rural preschool education through preferential policies and targeted financial support. For instance, rural areas could establish preschool education alliances to facilitate centralized teacher training and resource sharing, while urban areas could expand community-based childcare services to address diverse preschool needs. This spatial “friendliness” achieves not only equitable resource distribution but also strengthens social inclusivity and connectivity.

From Life to Play: Creating Child-Friendly Growth Environments

Article 56 of the Preschool Education Law stipulates that kindergartens should base activities on children’s daily lives and use play as the fundamental mode of engagement. This principle underscores the importance of learning through life experiences and highlights the core characteristic of preschool education as being grounded in everyday living. Preschool education is not merely about imparting knowledge but about fostering growth through real-life interactions and experiences.

Play is a vital means for children to explore the world, develop cognitive abilities, and build social skills. For instance, kindergarten designs should adopt a child-centered perspective, creating more areas for exploration and interaction. In communities, incorporating naturalized public spaces such as mini gardens or exploratory playgrounds can allow children to experience the diversity of the world through hands-on activities and engagement with nature.

Moreover, educational activities should emphasize children’s autonomy and creative expression. Role-playing, building games, and similar activities enable children to learn rules through imitation and appreciate teamwork through collaboration. Kindergartens and communities can also establish shared resource hubs, such as toolkits and material zones, offering children opportunities to engage in hands-on creation. This child-experience-focused design allows children to learn through life and grow through exploration, while equipping them with critical psychological and social skills for navigating complex future environments.

From Family to Community: Building a Collaborative Social Network for Child Development

Article 33 of the Preschool Education Law requires kindergartens to establish parent committees to strengthen collaboration between families and schools. The synergy among families, schools, and communities is not only crucial for improving the quality of preschool education but also a fundamental element of creating child-friendly cities.

Parent committees can play a dual role by participating in kindergarten management and organizing community activities, such as parent-child volunteer services or cultural festivals, fostering stronger ties between families and the community. In rural and remote areas, this model of family-school cooperation can also help address teacher shortages, as active parental involvement can provide additional educational support for children.

Simultaneously, activating community cultural resources opens up diverse developmental opportunities for children. Programs like parent-child reading sessions in libraries or children’s theater performances hosted by the community offer children a sense of support and care from their surroundings. Communities can also collaborate with social organizations to introduce more public welfare educational services into ordinary households, creating a multi-layered support network.

By fostering close collaboration among families, schools, and communities, children can grow up in a supportive, diversified environment. This integrated social network not only promotes healthy child development but also strengthens the cultural and social bonds that underpin urban life.

From Facilities to Awareness: Safeguarding the Security of Children’s Growth

Safety is the foundation of child-friendly cities. Article 51 of the Preschool Education Law mandates that kindergartens implement a safety responsibility system to protect children during their time at school. Safety encompasses not only physical protection but also the cultivation of a social and cultural atmosphere that prioritizes children’s well-being.

Ensuring safety in kindergartens involves both hardware improvements and the optimization of the surrounding social environment. For instance, kindergarten designs can include transparent walls, enabling parents and teachers to monitor children’s activities in real time. In communities, enhancements such as improved traffic infrastructure and increased patrols can ensure children’s safe travel between home and school. These measures not only bolster children’s sense of security but also build trust among parents and society in the concept of child-friendly cities.

Equally important is fostering safety awareness. Activities like emergency drills and traffic safety education within kindergartens can help children develop self-protection skills. Families should actively collaborate with schools to create a comprehensive safety framework for children.

This multi-stakeholder approach to safety creates an environment filled with support and care, enabling children to thrive in a secure and nurturing atmosphere.

From Law to Practice: Building a Bright Future for Child-Friendly Cities

The implementation of the Preschool Education Law not only enhances the preschool education system but also provides vital legal support for constructing child-friendly cities. Within the framework of this law, cities can systematically plan child-friendly facilities, optimize resource allocation, and promote societal collaboration.

A truly child-friendly city goes beyond the construction of educational facilities to consider the finer details of children’s daily lives. It emphasizes not only equitable resource distribution but also cultural and emotional care. This holistic focus supports children’s healthy development while infusing cities with warmth and vitality.

By integrating legal provisions with practical action, we can create safer, more inclusive, and hope-filled environments for children to grow. This transformation represents not only care for children but also a profound commitment to the future of society as a whole.

Written by Shi Luyin

Director of the CCFU2089 Child-Friendly Development Center

Enriching the Dialogue Between Cities and Childhood from an Anthropological and Interdisciplinary Perspective