The aim of preschool education program accreditation is to promote the connotative construction of preschool education program; to reform the training system and mechanism; to establish an output-based quality assurance mechanism and a quality culture for continuous improvement; and to promote the reform in quality construction of preschool education programs in normal universities. From the perspective of program accreditation, quality construction faces four shifts: the training center shifts from teacher to students; the core task from discipline orientation to output orientation; the value attribution from result evaluation to continuous improvement; The basic guarantee from administrative supervision to multi-governance. Accordingly, the reform approaches are: 1) to update the training goal to be need-oriented based on student center; 2) to be strict with graduation requirement criteria based on ability output orientation; 3) to promote program quality construction and management based on the principle of “five degrees;” 4) to stimulate continuous improvement and characteristic development of the program based on program accreditation.