As there is growing emphasis on quality-oriented teacher training, the optimization of practice teaching resources in early childhood education (ECE) programs has become a strategic imperative for Chinese universities. The present article examines the allocation issues through the Analytic Hierarchy Process (AHP) method, building a decision framework incorporating pedagogical relevance, infrastructure adequacy, collaboration strength, and students’ preparedness. Using mixed-methods fieldwork and expert consultations, the study ascertains the institutional investment-actual teaching effectiveness misalignments. The study offers a systematic yet flexible prioritization framework to guide resource allocation that will allow institutions to consider local constraints while aligning institutional resource allocations with national Early Childhood Education talent development priorities. Reasonable, evidence-based design, based on participatory evaluation, can greatly contribute to the professional preparation of future preschool teachers, as stated in the research.