This study aims to compare and analyze the purposes,
content, concepts, and implementation features of national preschool education
programs, particularly in Mongolia, People’s Republic of China, and the
Republic of Korea (South Korea). Existing comparative studies in this field
have primarily focused on the content, methodologies, and impacts of preschool
programs on child development within the selected countries. However, there is
a notable lack of comparative research involving Mongolia.
The present research will examine the preschool
education curricula of the three countries through document analysis,
observational studies of kindergarten daily activities, and detailed
note-taking. By comparing the specific differences in implementation, this
study seeks to elucidate the unique features and disparities among the curriculums.
Research findings indicate that while the theoretical concepts, teaching methods, implementation principles, and organizational structures of preschool education programs in the three countries exhibit significant similarities, discrepancies arise in the implementation of classroom activities. According to the research results, to enhance the quality of preschool education in Mongolia, it is essential to reduce the student-to-teacher ratio, alleviate the workload on educators, and promote greater parental involvement and cooperation.
