The impact and tactic of 「Intergrated kindergarten and nursery school policy」 to teachers and private owners of kindergarten and nursery school and parents

• Main Authors: Chi Cheng, 程祺
• Other Authors: 作者未提供
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/06260289346355758352

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 94 === English Abstract The main purpose of the study is to explore the impact and tactic of「Integrated kindergarten and nursery school policy」to teachers and private owners of kindergarten and nursery school and parents. Three main sections are included in this study in order to treat the context of this policy, and they are: recall the evolvement and history of the kindergarten and nursery school, integrate all the conferences and statements which are relative to the policy to present the complete evolution, and at last but not the least important, analyze the kindergarten and nursery school policy of Mainland China and Japan as referable information to Taiwan’s policy. The method of the focus group interview has been conducted to four target groups in the process of the thesis development. Summing up and analyzing the result from eight times focus group interviews lead to the following conclusions: 1. Private owners （1）The private owners tend to take a conservative attitude toward the early childhood environment, the policy implementation, and the government support and resource. （2）Whether standards of teachers’ qualification and the purpose of the policy suppose to protect the owners’ benefits or to enhance the school quality are favored by the private owners of kindergarten and of nursery school, respectively. 2. Private kindergarten and nursery school teachers （1）Not only the lack of the first line teachers’ opinions in the process of drawing the policy but also the insufficient information provided by the government causes teachers’ distrust of the policy. （2）The kindergarten teachers convey the willingness to receive recurrent education. The nursery school teachers have different opinions due to no personal intention of recurrent education, inadequate training system and difficulties of time arrangement between work and family. （3）The mainspring to continue their career is the feedback from the children instead of the external factors such as welfare and salary. 3. Parents （1）Parents expect the government to develop the system of early childhood education but doubt about the government’s capability to put it into practice. （2）Making the Department for Education in charge of both kindergartens and nursery schools after the integration may increase the degree of importance of the early childhood education rated by the government. （3）More strict criteria on teachers’ evaluation can help maintain the teaching quality. The college degree is acceptable for teaching and caring young children. （4）The government should play the role as an initiator and a preacher to promulgate the policy. The results discussed above could be considered suggestions for future revision of early childhood education policy and used as reference for future research.