The Reform of China's Pre-school Education Management System Based on the Perspective of Educational Psychology-A Review of the Development, Strategies and Implications of Pre-school Education in New Zealand

As the foundation stage of an individual's lifelong development, the science of preschool education management system directly affects the quality of education and children's development trajectory. In recent years, the management of preschool education in China has made remarkable progress under the impetus of policies, but there are still structural contradictions in the aspects of institution building, market regulation and family synergy. From the perspective of educational psychology, this paper combines Piaget's cognitive development theory, Vygotsky's socio-cultural theory and ecosystem theory to systematically analyze the deep-seated influence of China's traditional education model on preschool education management, and compares the preschool education management experiences of New Zealand, Malaysia and other countries, to explore the path of applying theories of educational psychology in the reform of management system. The study finds that the current management of preschool education in China is characterized by imperfections in the system, excessive marketization, and cognitive bias of families, while international experience shows that a collaborative management model based on the laws of children's psychological development can better maximize the effectiveness of education. The study suggests that a reform framework integrating the principles of educational psychology be constructed from the three dimensions of policy improvement, home-school collaboration, and teacher empowerment to provide theoretical references for the scientific development of preschool education management in China.