In order to analyze the evolution of game in the history of preschool education laws and regulations in China, the laws and regulations concerning games and preschool education promulgated in the history of Chia from 1903 to now was studied by means of literature review, historical logic and historical analysis, mainly focusing on their social background, political situation, function enlightenment and other aspects. The results showed that during the period of 1903-1922, the new policy of saving the nation through education was put forward and basically copied from Japan. During the kindergarten period from 1922 to 1951, the education of Beiyang warlords worshipped the ancients. After the educational reform in the period of the Republic of China, game had its own position in preschool education. In the early stage of kindergarten development from 1951 to 1966, New China was founded and the pro-Russian ideology was strong. With the help of Russia, games developed more widely in preschool education in China. During the Cultural Revolution period from 1966 to 1976, games were in a backward stage in preschool education. Since 1976, the reform and Opening-up society has developed rapidly. China has introduced many laws and regulations on preschool education. Games completed a transformation in preschool education. These five periods show the evolution of games in China's preschool education laws and regulations from the perspective of time and society. In addition, the analysis results suggested that games helped children's later growth in preschool education in all aspects, and their development was influenced by the ideology, foreign policy, practice and key demands of the ruling party. To sum up, game has undergone a long period of progress in the evolution of preschool education laws and regulations in China. It has a very important positive impact on the later growth of young children so that the society and the government should give adequate support and recognition.

Shijing Jin. Evolution of Game in the History of Preschool Education Laws and Regulations in China. The Frontiers of Society, Science and Technology (2022) Vol. 4, Issue 1: 39-48. https://doi.org/10.25236/FSST.2022.040108.

[1]  Papadakis S, Kalogiannakis M, Zaranis N. Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study. International Journal of Mobile Learning and Organisation, 2016, 10(3), pp. 187-202.

[2]  Lehrl S, Kluczniok K, Rossbach H G. Longer-term associations of preschool education: The predictive role of preschool quality for the development of mathematical skills through elementary school. Early Childhood Research Quarterly, 2016, 36, pp. 475-488.

[3]  Yoshikawa H, Weiland C, Brooks-Gunn J. When does preschool matter? The Future of Children, 2016, 26(2), pp. 21-35.

[4]  Schwartz M, Palviainen Å. Twenty-first-century preschool bilingual education: facing advantages and challenges in cross-cultural contexts. International Journal of Bilingual Education and Bilingualism, 2016, 19(6), pp. 603-613.

[5]  Van Laere K, Vandenbroeck M. The (in) convenience of care in preschool education: examining staff views on educare. Early Years, 2018, 38(1), pp. 4-18.

[6]  Gur G, Cakar N, Kiremitci S, et al. Preschool education impact on child development. Archivos argentinos de pediatria, 2016, 114(5), pp. 366-9.

[7]  Papadakis S, Kalogiannakis M, Zaranis N. Comparing tablets and PCs in teaching mathematics: An attempt to improve mathematics competence in early childhood education. Preschool and Primary Education, 2016, 4(2), pp. 241-253.

[8]  Woldehanna T. Inequality, preschool education and cognitive development in Ethiopia: Implication for public investment in pre-primary education. International Journal of Behavioral Development, 2016, 40(6), pp. 509-516.

[9]  Weiss H B. Family support and education programs: Working through ecological theories of human development. Evaluating family programs. Routledge, 2017, pp. 3-36.

[10]  Turan F, Ulutas I. Using Storybooks as a Character Education Tools. Journal of Education and Practice, 2016, 7(15), pp. 169-176

[11]  Preradovic N M, Lesin G, Boras D. Introduction of Digital Storytelling in Preschool Education: A Case Study from Croatia. Digital Education Review, 2016, 30, pp. 94-105.

[12]  Burchinal M. Measuring early care and education quality. Child Development Perspectives, 2018, 12(1), pp. 3-9.

[13]  Bakken L, Brown N, Downing B. Early childhood education: The long-term benefits. Journal of research in Childhood Education, 2017, 31(2), pp. 255-269.

[14]  Pramling Samuelsson I, Williams P, Sheridan S, et al. Swedish preschool teachers’ ideas of the ideal preschool group. Journal of early childhood research, 2016, 14(4), pp. 444-460.

[15]  Kalliopi K, Kalogiannakis Michail. Introducing fundamental object-oriented programming concepts in preschool education within the context of physical science courses. Education & Information Technologies, 2018, (1), pp. 1-26.

[16]  Dagal, Asude Balaban|Zembat, Rengin. A Developmental Study on Evaluating the Performance of Preschool Education Institution Teachers with 360 Degree Feedback. Journal of Education & Training Studies, 2017, 5(6), pp. 220.

[17]  Beauchesne M A, Farquharson, Patrice E, Beauchemin, Patricia. Buddies Not Bullies: an approach to bullying prevention education in preschool children, their families and the community. Nursing Children & Young People, 2017, 29(3), pp. 41.

[18]  Rajab A, Wright, Nigel. Government constructions of the pedagogical relationship between teachers and children in Saudi preschool education: issues of adoption or adaptation?. Pedagogy Culture & Society, 2018, (5), pp. 1-14.

[19]  Zeltserman B, Dubina M, Dragile M, et al. Pedagogical Center “Experiment”: The Peculiarities of Preschool Education in Holistic Developing Education (HDE). Lumina Foundation for Education, 2018, pp. 136.

[20]  Brenneman, Kimberly, Lange, Alissa, Nayfeld, Irena. Correction to: Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings. Early Childhood Education Journal, 2018, pp. 1-1.

[21]  Snaider C. Spotlight on early childhood education. A newspaper coverage analysis of universal preschool debate in Argentina. International Journal of Child Care & Education Policy, 2018, 12(1), pp. 6.

[22]  Bursal M. Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact. International Electronic Journal of Elementary Education, 2017, 9(3), pp. 599-612.