Implementation Path and Experience Enlightenment of Collaborative Governance of Early Childhood Physical Education in North Rhine-Westphalia, Germany

Abstract

Early childhood education is the initial stage of comprehensive development of individuals. The essential difference between it and compulsory education lies in the dominance of emotional aesthetics and moral ethics, while physical education, as a means of bodily practice, can precisely refine children through external challenges and internal character breakthroughs, leading them towards the dimensions of aesthetics and morality. The early childhood physical education in North Rhine-Westphalia, Germany, has established a governance mechanism of “three cores, one auxiliary, and two synergies”, which integrates collaborative governance theory. It aims to promote the physical and mental health of young children, is based on the foundation of “Sports Clubs—Recognized Movement Kindergartens—Families”, and is driven by the partnership between clubs and kindergartens, combining autonomy and support. Drawing from the German experience, the governance of early childhood physical education in China needs to build consensus on child-friendly society, guide various social forces to participate, and balance Chinese characteristics with a global perspective in order to promote the return of the concept of “Complete Personality, Sports First” in the field of early childhood education in China, as well as the practical application of collaborative governance in the field of early childhood physical education.