| Summary: | 碩士 === 國立臺中教育大學 === 幼兒教育學系碩士班 === 101 === The purposes of this study are to investigate the perspectives on the current subsidy modes of early childhood education of administrators of preschool in Taiwan and the impacts of subsidy modes on the education environments as well as the relevant personnel. This researcher adopted the qualitative research methods to collect data, including conducting in-depth semi-structured interviews on six principals and directors of different types of preschools, and analyzed the research data from multiple perspectives with triangulation. The findings are as followings.
1. The current subsidy modes for preschool education in Taiwan were divided into two parts: “Subsidies free education program for 5-year-olds”（including “free education subsidy” and “increment subsidy for economically disadvantaged children”） and “childcare education subsidy for low-income families”.
2. The perspectives of the relevant personnel from different preschools on the current early childhood education subsidy modes in Taiwan were, such as, teachers of public preschools compared to those of private preschools had better understandings about the current early childhood education subsidy policies, parents generally did not understand the contents of the preschool subsidy policies, reduced parents’ economic burdens, increased the opportunities of early admission for children, increased the choices of schools for parents, it did not necessarily lead the disadvantaged families to be benefited by the single review standard, the current preschool subsidy modes were better than preschool voucher policy in achieving the equality for education opportunities.
3. The impacts on different types of preschools and the relevant personnel caused by the current preschool subsidy modes in Taiwan were as the followings:
(1) There were no significant impacts in enrollments for some preschools, the application procedures for subsidies were complicated, school personnel had to spend more time to communicate with parents, and the utilizations as well as distributions of the school resources were unaffected.
(2) It increased teachers’ work load as well as pressure and affected the relationships between teachers, the curriculum arrangements had to therefore partly adjusted, the education qualities were affected, and enhanced the professional qualities of the teachers indirectly.
(3) Some parents were excessively dependent on the schools to offer wide varieties of services and it did not achieve the goals in encouraging childbirths.
(4) Thus the disadvantaged children were enrolled in school earlier that increased the opportunities of the social competence developments and diversified learning for children and provided better learning environments for children.
Based upon the findings, the researcher proposes recommendations to the educational authority, preschools, parents, and future studies.
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