The Multi-dimensional Value and Practical Path of Finnish Preschool Education Policy in the Perspective of New Institutionalism

Finnish early childhood education is world-renowned for its high-quality and balanced performance, trust and respect-centered cultural ecology and the future-oriented and flexible education system. Its distinctive social reform concepts and policy regulation guidance are closely related to the fruitful results of preschool education reform. Children's social relations and cultural environment are interacted through educational policies. Meanwhile, by ways of creating and reshaping the hidden elements to rebuild the value system of preschool education, it has been making efforts to seek the balance between external reform experiences and its own traditional reforming. New institutionalism has offered us a brand-new perspective for analyzing the education policy. The Finnish early childhood education policies is explored in perspectives of governance model, value orientation and practical approach under the theoretical framework of new institutionalism. The rational examination and value analysis of the varied dimensions of Finnish preschool education policy in terms of empowerment versus decentralization of policy regulations, fairness versus entirety of balanced norms and tradition versus modernization of cognitive reconstruction will be meaningful for understanding the practical problems with preschool education reform in China objectively and didactically. In the development and reform of China's early childhood education, the logic value embedded within the policy and system should be rationalized, and the governance system of preschool education should be reconstructed to face the modem society. Moreover, it is necessary to balance the different expectations of stakeholders in varied fields and study and judge the value orientation of preschool education policy. It is also necessary to integrate the modern trends and ideas into the educational management by promoting the collaborative pattern of ownership and usufruct of preschool educational data and enable it to build the new education ecology in the future, so as to respond to the national major decision-making deployment and strategic target of "education for all children", laying a solid foundation for early childhood education system and realization of the"strong starting point" policy.