Education Needs of Foreign Spouse's Children at Preschools-Based on Three Cities in Central Taiwan

• Main Authors: Pai Ling Hsueh, 薛百靈
• Other Authors: zi yi Jiang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/63618852617220970321

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 96 === The purpose of this study is to understand the education needs of foreign spouse’s children at preschools, explore proper education measures, and compare the differentiation of the needs through preschool environment, teacher’s background, children’s family and children’s development. Based on teachers who had ever taught children whose mother is from Southeast Asia at public kindergarten or preschool in Taichung City, Taichung County Changhua County, the study conducted a survey with a self-edited questionnaire, “the Education Needs of Foreign Spouse’s Children.” A total of 600 questionnaires were issued and 438 were retrieved. Major findings were as follows: 1.The important findings from background information: The education level of those children’s parents is fairly low. Most of those foreign mothers’ Chinese ability is so weak. At least 50% of them never take part in any literacy projects, and never communicate with children in their mother tongues. It is also found that some of the preschools do not adopt any programs to examine children’s development. 2.Current status of education needs: (1)From microsystem of individual, family, school or classmate: to cultivate children’s language ability, living ability, living experience and learning attitude, strengthen the function of parent education, and enhance foreign mothers’ Chinese ability. Teachers wish to know more about multi-culture. Though those children interact well with their classmates, they still show high ratio of improper bodily actions. However, most of the teachers do not think those children are a burden in their daily work. (2)From mesosystem: to reinforce the communication between parents and teachers, including the way, time, frequency, activeness and educational philosophy. (3)From exosystem: insufficient resources from the community where children live will affect their learning. (4)From macrosystem: insufficient resource integration from governments. The resources are not effectively allocated to those families. (5)From chronosystem: preschool education is urgently needed to cultivate those children’s abilities. The children need supplementary education, such as language and cognition, to link to the learning at primary schools. 3.The education needs of those children are significantly different due to background factors: (1)preschool and teacher: children’s education needs are significantly different in the property and location of a preschool, teacher’s years in teaching and education background, and experience to teach foreign spouse’s children. (2)children and family: children’s education needs are significantly different in children’s gender, mother’s nationality, parents’ educational level, parent’s martial relationship, economic status, primary care giver, primary communicator with teachers, major communication language, mother’s Chinese ability, and mother’s participating in literacy projects. (3)children’s individual development: children’s education needs are significantly different in children’s development examined by preschools, status of developmental delays and health, individual characteristics, external behaviors, living performance at preschools, and language proficiency. Based on the findings above, the study makes some recommendations to governments and related sectors, preschool teachers, preschools, family and parents of those children, and future researches.