Since the reform and opening up in the last three decades, especially the recent two decades, China's preschool e-ducation has achieved great progress, but generally there are both achievements and problems. The outstanding problems of the present preschool education can be concluded as follows. The first is the low popularization of preschool education, and only 40% children aged 3~6 so far have access to kindergartens or preschool classes. The second is the great gap between urban and rural preschool education, and preschool education in pover-ty-stricken middle and western areas is still poor and blank. The third is the outstanding diversification in urban preschool educa-tion and the severely unfair distribution of preschool education resources. To say the least, preschool education has become the weakest link in China's education. How to solve the present problems in China's preschool education, the future development of preschool education and how preschool education can satisfy the people are issues needing deliberate considerations in draw-ing up the medium and long term development plan for preschool education. In recent years, many developed countries have suc-cessively announced guidelines for children's learning and de-velopment at their early time. The result of the evaluation on preschool education policies in developed countries made by OECD (Organization for Economic Cooperation and Develop-ment) shows that to research and draw up guidelines to preschool children' learning and development by governments and educa-tion administrators plays an important role in effectively trans-forming public ideas on education, pertinently guiding teachers and parents and improving the education quality of preschool ed-ucation institutes."Guideline to the Learning and Development of Children Aged 3~6"issued by Ministry of Education in October 2012 has set the tone for the development of China's preschool e-ducation.%改革开放30年尤其是近20年以来，我国学前教育事业得到了很大发展，总体说来是成绩和问题并存。当前我国学前教育发展存在的突出问题主要可以归纳为以下三点：第一，学前教育普及率低。迄今为止只有40％的3-6岁儿童能上幼儿园或学前班；第二，学前教育发展城乡差距大。中西部贫困地区的学前教育迄今没有改变“一穷二白”的面貌；第三，城市学前教育差异化现象突出，优质学前教育资源分配严重不公。可以这么说，学前教育已经成为我国教育格局中最薄弱的环节。怎样解决我国学前教育当前存在的问题、学前教育今后应当怎样发展、学前教育应当怎样办才能让人民满意，这也是当前制订学前教育中长期发展规划必须认真考虑的问题。近些年，很多发达国家相继出台了早期儿童学习与发展指南，OECD （经济合作与发展组织）对发达国家学前教育政策的评估结果表明：由政府和教育主管部门研究制定学前儿童学习与发展指南，对于有效转变公众的教育观念，有针对性地指导教师、引导家长，提高学前教育机构的保教质量发挥了重要作用。2012年10月教育部颁布了《3-6岁儿童学习与发展指南》，为我国学前教育事业奠定了发展的基调。
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