The Comparison on the Compulsory Development of Nursery Education between Taiwan,ROC. and United Kingdom

• Main Authors: Hsieh, Mei-Huey, 謝美慧
• Other Authors: Jeng-Chyan Chen
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/18723476324174075852

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.