Problems of preparation of preschool teachers in modern China

Based on the analysis of public data, the publication asserts that one of the directions of the policy for building a high-quality education system in China is the preschool education system. The problems of preschool teacher preparation in China are identified as follows: 1) uneven financing and differences in the pace of preschool education reform; 2) increasing demands from parents of students as an opportunity to improve the quality of this stage of education; 3) fulfilling the state mandate, which defines a fairly wide range of responsibilities for teachers; 4) the prevalence of private kindergartens and, as a result, the inaccessibility of preschool education for the poor population of the country; 5) the necessity of preparing teachers with high levels of digital competencies; 6) preparing teachers to work with preschoolers in inclusive environments. The authors believe that the main resource for reforming preschool education is the preparation of a high-quality professional team of teachers, as well as an effective system for recruiting and continuously updating teaching staff.