This paper examines the distinct characteristics of preschool education in China and the United States, shaped by their diverse cultural backgrounds and historical development. The differences in educational concepts and perceptions of childhood are fundamental factors driving the varying approaches in these two countries. Through a comparative analysis, this study explores the disparities in preschool education concepts and methodologies between China and the United States. It also delves into Chinese preschool education’s challenges, such as conceptual issues, limited accessibility, inadequate availability of high-quality kindergarten resources, and disparities between public and private kindergartens. Furthermore, the paper discusses the potential insights the United States’ preschool education system can offer China. As one of the world’s leading countries in preschool education, the United States serves as a valuable reference point for China’s preschool education development. Areas of inspiration include increasing investment in the sector, raising awareness among citizens about the importance of early childhood education, and promoting equitable development of preschool education in urban and rural areas. Overall, this research highlights the significance of cultural context and historical background in shaping preschool education approaches in China and the United States. By identifying the challenges Chinese preschool education face and drawing insights from the United States, this paper aims to enhance China’s preschool education system. © 2025 selection and editorial matter, Parfait M. Eloundou-Enyegue; individual chapters,the contributors.
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