A Study on Beliefs and Expectations of Early Childhood Education of Parents from The Hebron Village Area in Hsin-Chu

• Main Authors: Yi-Hsuan Lee, 李苡瑄
• Other Authors: 簡淑真
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/05758625412167551670

碩士 === 國立臺灣師範大學 === 人類發展與家庭學系 === 94 === The main purpose of this study is to explore the beliefs and expectations of early childhood education of parents from the Hebron town area in Hsin-Chu. This study is aimed at establishing the evaluation of a kindergarten. In order to gather the information on parents’ beliefs and expectations about early childhood pre-school education, I did some interviews with some parents about how they chose a kindergarten for their children. This will help us to set up a reference for planning a kindergarten and providing relevant education. The area in which the study held is a farming and fishing town of the Hebron coastal region in Hsin-Chu. It is a remote area with inadequate resources. The studying targets are 15 parents who live or work in this area. Their children are of pre-school age. These parents include those with children who study in public or private kindergartens or child-care centers. There are also parents who have handicapped children and those who are from low-income families. There are also single parent families with foreign spouses, or parents whose children are cared for by their grandparents. The methodology of the study is a semi-structural in-depth interview, and after obtaining enough study data it is analyzed and arranged to induce a conclusion. The conclusion of the study reveals that generally most of the parents like to choose private and expensive kindergartens for their young children. They believe that ‘whatever is private and expensive is the best’ because they consider that private kindergartens have a more interesting and deeper educational curriculum than those found in public kindergartens. The parents of private and public kindergartens differ a lot in level of education, family income, and economic status. These differences would affect how they choose the types of kindergartens, affect their beliefs and expectations on learning themes and affect their beliefs on their children’s education in English and various abilities. However, almost all parents expect their children to learn ‘Chinese phonetic symbols’ in kindergarten, in order to have a smooth link between kindergarten education and primary education. This is the main reason for sending their children to kindergarten. Under the concept of developing the young children’s education in a balanced state, it is highly expected to educate their moral and interaction skills rather than to educate their academic achievements. Parents pay much attention on teachers’ personalities. They consider if the school is good, there must be good teachers. They usually get the information from their friends or relatives. The studies also reveal that many kindergartens couldn’t make proper use of different natural and manpower resources with regards to teaching effectiveness. Some kindergartens lacked qualified teachers and early childhood education qualifications, while others had inadequate professional skills. Those problems still need the attention of the educational government to make adjustments. Besides, the family, which has a foreign spouse or a handicapped child, does not know how to search for social support and facilities. This affects the provisions of education facilities for the children. They don’t have sufficient support for their education and social facilities. In such difficulties and great pressure, they need counseling and the support of a social network. Those families with foreign mothers or grandparents have difficulties in educating young children. They need some parental education in order to help them be capable of educating their children.