A Comparative Study of Cross-Strait Preschool Management: Ping-An Preschool as an Example

• Main Authors: Nai-hsin Lin, 林乃馨
• Other Authors: Ching-Ruey Chen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/52680429827390207533

博士 === 國立屏東教育大學 === 教育行政研究所 === 100 === The purposes of the study were to explore the differences and similarities of cross-strait preschool management, and to analyze the relevant factors of the management impact of the preschool. This study used a qualitative case study and comparative approach. The researcher selected a private preschool which had campuses in Taiwan and China as the object of the study, and collected data for the study through semi-structure interviews, non-participant observation, and related documents. According to the analysis and comparison of the results, the findings are: 1.Because of the operational scale difference, the physical environment and the arrangement on organization are various. 2.Administrative practice (A)“Moral education” is the core of the curriculum and instruction. The teachers'' curricular dominance is different based on the number of teachers in one class. (B)Both campuses in Taiwan and China connect a close teacher-student relationship by "love", and use positive language to nurture children. (C)Both campuses in Taiwan and China build up school-home ties by “face to face” and telephone interviews. In addition, the campus in China focuses on the "Parents classroom” whereas Taiwan campus pays more attention to the parent-child activities. (D)There is wide and open outdoor space at both campuses in Taiwan and China. The decorations in campus and learning environment of two campuses are various. The quality and quantity of equipments and teaching aids need to be improved. (E)Both campuses in Taiwan and China follow the provisions of health check and records. The Chinese campus pays more attention to the staffing. (F)For Campuses in Taiwan, the directors are responsible for the financial management and tuition fee is the main income. As for the Chinese campus, financial management is handled by professional administrators. (G)The E-environment and staff’s information ability of Taiwan and China campuses need to be strengthened to enhance efficiency and effectiveness. (H)Both campuses in Taiwan and China are committed to promote the philosophy of early childhood education. Campuses in Taiwan own word-of-mouth reputation from parents; campus in mainland China owns attractive brand image of Taiwan preschool. 3.Human Resource Management (A)Both campuses in Taiwan and China emphasize staff’s personality while recruiting new employees, but are different on salaries, benefits, promotion opportunities and personnel regulations. (B)Teachers'' professional development training methods in Taiwan and China are similar, but different in content. (C)Both campuses in Taiwan and China evaluate staffs by his/her teaching and administration performance, but evaluation standards and content are unclear. 4.The Public Relationship (A)Both Taiwan and China campuses are passive when participating in community activities. The China campus is willing to join the project of community kindergarten. (B)Both Taiwan and China campuses are involved in various non-governmental organizations and search for government resources in different way to gain resources and information. 5.Operating Strategies (A)Both Taiwan and China campuses promote the concept of “Ping-An four treasures”; Taiwan campuses expect parents becoming partners in education, the China campus invites parents becoming educational partners. (B)Taiwan campuses are fully authorized, and the staffs work initiatively for the vision of constant management; the China campus is dominated by the principal and expects to set up other new campuses and diversification. (C)Moral education is the characteristic of the Taiwan and China campuses, and campuses are expressing gentle, polite and orderly atmosphere; However, The image of Taiwan and China campuses are totally different. (D)Both Taiwan and China campuses create an open and diverse atmosphere, to encourage members to provide advices but have different ways of implementation for new curriculum activities. (E)Both Taiwan and China campuses have different ways to improve teacher quality and enrollment performance. Taiwan campuses search for stabilization on the existing basis and the China campus is actively expanding its business. 6.Affecting factors for Business (A)Governmental Policies: Taiwan campuses are facing the problems of preschool integration system; China campus is facing the laws which are complicated day by day. (B)Politics and Economy: Taiwan campuses are facing economic downturn, causing parents to reduce early childhood education spending; in mainland China, rapid economic development led the surge in the number of private kindergartens and fierce competition. (C)Social-culture: Taiwan campuses are facing the impact of low birth rate; China campus is facing the impact of different cultural climate and concepts. Based on the above conclusions, this study proposes suggestions for relevant authorities on both sides of the strait, and kindergarten principles who are intent to invest in mainland China kindergarten, as well as future researchers.