随着城市化进程的不断深入，流动人口的逐渐增多，流动儿童的教育问题备受关注。流动儿童的学前教育问题也在“入园难、入园贵”背景下逐渐显现。随着《国家中长期教育发展规划纲要（2010-2020）》提出“积极发展学前教育，到2020年，普及学前一年教育，基本普及学前两年教育，有条件的地区普及学前三年教育。”普及学前一年教育已经成为大势所趋。本文从关注流动儿童学前一年教育的现状出发，通过对流动人口聚居的典型地区——北京市海淀区朱房村的流动儿童学前一年教育的调查，了解提供流动儿童学前一年教育的机构状况和学前一年教育的开展情况，并对这些情况进行梳理和分析，为后续的研究和政策的制定提供支持依据。本研究结论如下：1、流动儿童学前一年教育问题产生的背景复杂，和城市化的发展密不可分。2、城乡交界地区的未注册学前教育机构是承担流动儿童学前一年教育的主体，这些机构应需而生，因价格低廉、服务灵活而具有其存在的必然性。3、相关管理部门对于这些未注册幼儿园要改变“睁只眼、闭只眼”的管理情况，应在充分调研的基础上，区别对待，分层处理，要避免“一刀切”式的取缔。4、流动儿童学前一年教育内容普遍以认知为主，教育形式以“上课”为主，存在过度小学化的倾向。5、大部分未注册学前教育机构的教师渴望获得学前教育方面的学习和培训机会，社区及相关管理部分应发挥作用，增加经费支持提供资源，引导改善学前一年教育的“过度小学化”倾向。

As the urbanization progresses continually and the number of the migrant population increases gradually, the education of the migrant children attracts much attention. Problems in the migrant children’s education emerge under the background of the kindergarten so difficult and expensive to enroll in. National Education Development Plan For Medium And Long-term (2010-2020) points out that develop pre-school education actively, and by 2020, make one-year pre-school education universal, two-year pre-school education basically universal and three-year pre-school education universal in some areas where conditions permit. Make preschool year education universal has become an irresistible trend.This paper focuses on the preschool year education of the migrant children. By the research of preschool year education of the migrant children in the typical migrant people Settlements—Zhufang village in Haidian Distract, Beijing, this paper tries to clear out the present state of the institutions for migrant children’s pre-school education, gets more knowledge of the progress of preschool year education, and sorts and analyzes all these information got in the research in order to provide support for later researches and policies.The conclusions of this paper are as follows:1. For the problems in the migrant children’s preschool year education, its background is very complicated, with urbanization, marketization and improving equality of education all mixed together.2. The main body of the institutions for migrant children’s preschool year education is the unregistered kindergartens in the rural-urban fringe zone, which are the product of needs and build its developing possibility on its low price and flexible service.3. The idea and concept of the person in charge of those unregistered kindergartens largely determined the quality of those institutions and their preschool year education. For these unregistered kindergartens, the relevant administrant departments should not only turn a blind eye or adopt the policy of Procrustean bed. On the contrary, they should treat these different kindergartens differently on the basic of investigation.4. The main teaching contents of the migrant children’s preschool year education is cognition with class teaching as the main teaching form, excessively close to primary school. The reasons for that are the influence of parents, primary school and society, the understanding of the teachers and the limits of their ability.5. Most of the unregistered kindergartens are eager for the study and training on pre-school education. The Community and relevant administrant department should take their responsibilities and provide enough training resources to guide and improve migrant children’s preschool year education.