Shi Guihong ¹ Chunyan Wang ^2*

• ¹ Yancheng Teachers University, Yancheng, Jiangsu, China
• ² Chengdu Normal University, Chengdu, China

Providing education that satisfies the people and strengthening the inclusive development of preschool education has been an unchanged policy of the Party and the state for the development of preschool education in China since 2010.This article uses Nvivo 12plus qualitative analysis software and content analysis method of lexical measurement as research tools to comprehensively analyze the internal structure of China's inclusive preschool education policy texts from 2010 to 2022 from three dimensions: policy objectives, policy measures, and policy guarantees. It is found that the policy objectives always revolve around the construction of a high-quality preschool education public service system that covers urban and rural areas, has a reasonable layout, and is public welfare inclusive; The policy measures mainly involve the layout and planning of preschool education structure, the supply of inclusive resources, the guarantee of preschool education funds, the construction of teaching staff, the improvement of childcare quality, and the improvement of regulatory system; Policy guarantees strengthen the leadership of the Party and the implementation of responsibilities by governments at all levels. In the future, policy development will pay more attention to achieving the goal of satisfying the people in preschool education, focusing on implementing policy measures for inclusive childcare integration, and strengthening the responsibility implementation and supervision accountability of governments at all levels.