| Summary: | 碩士 === 國立暨南國際大學 === 比較教育研究所 === 85 === Abstract
The objective of this study is to explore and to study thought,
historical background, practical operation, and the trend of
development of compulsory nursery education of Taiwan, ROC,
and United Kingdom based on analysis of relative
literature. Finally, it is concluded to compare and to discuss
the result. The suggestions are presented to be more
reasonable and more feasible for the future configuration and
implementation of the compulsory nursery education.
The comparative method presented by Bereday is adopted to
describe, explain, juxtapose, and compare the compulsization of
nursery education between Taiwan and UK in this thesis. This
research subject concludes: the public and private
kindergarten and day care center in Taiwan; the public, private,
and voluntary infant school in primary school, nursery school,
playgroup, and day care center. The thought of the
development of compulization of nursery education can be
generalized into three conclusions: first, Generally, the
education development of Taiwan and UK is influenced by
equalization of education opportunity, children warfare,
and stress of efficacy of education; secondly, the
implementation of compulsization of nursery education is
primarily depended on the principle of equalization of
education opportunity; thirdly, the nursery voucher in UK is
influenced by efficiency of education and aiwan is influenced
by equalization of education opportunity, respectively.
The historical background of the development of compulsization
of nursery education can be generalized into two conclusions:
first, the policy of the development of compulsization of
nursery education both in Taiwan and UK is to expand quantity(
number) of public nursery school; secondly, the reason of
setting of starting age of compulsory education in UK which is
from 5 years old is to protect the child workers.
The practical operation of the development of compulization of
nursery education can be generalized into three
conclusions: first, the recent development of the
compulization of nursery education in Taiwan is devoted to
popularize the education of 5-year-old children; many four-year-
old children earlier than scheduled attend primary school in
UK. secondly, the major problem of compulization of nursery
school confronted in Taiwan is that kindergarten is not
really "school". The administrators of kindergarten
and nursery school cannot coordinate completely. The major
problem in UK is that the opportunity of education institution
for children to attend is not equal and the major of 4-year-old
children earlier than scheduled attend school and the
education of 5-year-old children is formalized. 3. the main
reasons which influence compulsization of nursery
education are: load of country finance a nd accommodating
problem of children earlier than scheduled attending.
The trend of the development of compulization of nursery
education can be generalized into three conclusions: first,
the objective of compulization of nursery education both in
Taiwan and UK is to lower the age of attending by one year.
Secondly, Currently, the development of compulsization of
nursery educationboth in Taiwan and UK stress on respecting the
right of parent choice. thirdly, the nursery education voucher
scheme has implemented in UK recently; and the feasibility
of this scheme is discussed in Taiwan now.
Finally, in this thesis ten suggestions are presented to
education administration for the configuration of
implementation of future compulsory nursery education and
for the references of the study in relative fields: 1. to
popularize the nursery education; 2. to configure the free
5-year-old education; 3. to expand public kindergarten ; 4. to
consider that kindergarten is "school";5. to design the suitable
curriculum for free 5-year-old compulsory education; 6. to
implement integrated service system for nursery education; 7. to
estimate the investment efficiency of nursery education
voucher; 8. to protect the right of parents to choice school for
their children; 9. to set the standard learning achievement for
from 4- to 6-year-old children; 10. to strengthen the nursery
education evaluation and management.
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