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Preschool education plays a guiding role in developing children’s intelligence, forming life habits, and understanding the world. Preschool education strengthens the cultivation of children’s physical and mental health in a scientific way, which plays a positive role in promoting children’s future development. China’s education is developing rapidly, and the concept and mode of preschool education are constantly improving. The enrollment rate has increased year by year, but several problems remain in the development process. Due to the unbalanced economic development in China, children in some areas have difficulty entering school. The excessively high standard tuition fees also exert financial pressure on children’s families. According to relevant statistical data, the regions with high preschool education enrollment rates in China are Beijing, Shanghai, Guangzhou, and coastal cities. The enrollment rate in these regions is generally over 80%; by contrast, the highest enrollment rate in Xinjiang, Inner Mongolia, Yunnan, and other places is 45%. The minimum enrollment rate has fallen below 10%, seriously hindering the development of preschool education in China. Education is the driving force for the harmonious development of society, and preschool education is the premise of essential learning and the beginning of children’s systematic education.
Preschool education can provide children with a comprehensive, enlightening education and a learning environment combining education and entertainment. Exposure to knowledge in various fields in a relaxed environment helps children develop a correct understanding of the world, establish emotional communication, improve physical fitness, and promote the comprehensive development of children’s various abilities (Hu et al., 2016). Compared with compulsory education, its learning objectives are weaker, children’s achievements are more diverse, and educational attainment is not uniform. Many parents believe preschool education focuses on caring for children’s lives and guiding them to play, ignoring its comprehensive educational effect on children (Iskakova & Abdilakim, 2021). In addition, the resource allocation and teacher strength of preschool education in different regions is affected by factors such as regional economic development and geographical location. In remote areas with relatively backward economies, the development level of preschool education is relatively low. Correspondingly, in more accessible areas with relatively good economic development, the comprehensive development level of preschool education is relatively high. Moreover, many parents pay more attention to their children’s preschool education and have relatively higher requirements for it (Gershon & Pellitteri, 2018). Therefore, apparent differences exist in children’s abilities in different regions after they enter primary school. Many children cannot meet the requirements of the curriculum teaching objectives, which hinders students’ interest in learning and self-confidence.
With the improvement of the domestic economic level and the continuous development and improvement of the educational concept, preschool education has gradually moved towards specialization, standardization, and scale. The scope of inclusive public preschool education services has been expanding, providing more children with preschool education opportunities (Zhang et al., 2022). At the same time, measuring the development level of regional preschool education has gradually become a key concern for people and researchers. In the past, indicators for measuring the development of preschool education were selected based on experience, and there were many subjective and uncertain factors. The development of the preschool education industry is affected by many factors, such as the cultural and natural environment (Ge et al., 2017). Some scholars have pointed out that when decision-makers face an uncertain, multi-attribute decision-making environment, it is difficult to quantify and quantify the evaluation information, which means their language does not accurately match the evaluation information they want to express (Zhou & Tong, 2022). Based on this, some scholars have added corresponding fuzzy variables based on language term sets and used variables to characterize the fuzziness of decision-makers’ evaluation index information so that the information is closer to their description (Khan et al., 2018). However, the environment in which preschool education is developing is also constantly changing. Decision-makers’ evaluation information expressed by fuzzy variables in practical applications is relatively low in accuracy, and the range of information ambiguity is relatively small (Lan et al., 2018).