A Survey Study on Preschools’ Perception and Execution after Kindergartens Integration at the Central Region of Taiwan

• Main Authors: LIN,HUEY-CHEN, 林惠貞
• Other Authors: LIN, CHIN- KAI
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/ag9nvp

碩士 === 國立臺中教育大學 === 幼兒教育學系早期療育碩士在職專班 === 105 === This study investigated the perception and of early intervention of preschool teachers and caregivers in central region of Taiwan during the kindergartens integration period and after the completion of integration period the current status of early intervention executed by various preschool teachers and caregivers, and the difference of various on the perception and execution. This study employed Questionnaire Survey, and constructed the questionnaire “Surveying the Perception and Implementation of Kindergartens Integration and Early Intervention” as the research tool based on literatures. There were 224 preschool teachers in this study from various kindergartens in Miaoli County, Taichung City, Changhua County and Nantou County 216 samples were received, including 205 valid samples. The data was analyzed and processed using various statistical methods, including descriptive statistics, independent sample t test, one-way analysis of variance and pearson produce-moment correlation. Findings are summarized as follows: 1. In the central region of Taiwan, preschool teachers and caregivers exhibited a higher-than-medium perception and understanding of kindergartens integration, and exhibited a higher-than-medium conformity after kindergartens were integrated. 2. In the central region of Taiwan, preschool teachers and caregivers exhibited a high perception and understanding of early intervention after kindergartens were integrated, and exhibited a high conformity to the execution of early intervention after kindergartens were integrated. 3. In the central region of Taiwan, preschool teachers and caregivers did not exhibit significant difference in their understanding and “perception of kindergartens integration” notwithstanding their difference in “acquisition of qualifications”, “teacher’s qualification”, “place of employment”, “receiving professional assistance and counseling services”, “age”, “education background”, “professional background of special education”, ”positions”, “length of service” and “service district”. 4. In the central region of Taiwan, preschool teachers and caregivers did not exhibit a significant difference in their “perception of kindergartens integration” and in their conformity notwithstanding their difference in “acquisition of qualifications”, “teacher’s qualification”, “place of employment”, “receiving professional assistance and counseling services”, “age”, “education background”, “professional background of special education”, ”positions”, “length of service” and “service district.” However, the preschool teachers and caregivers with graduate school “education background” exhibited a higher perception and conformity than the preschool teachers and caregivers with undergraduate “education background.” 5. In the central region of Taiwan, preschool teachers and caregivers with and without “receiving professional assistance and counseling services” exhibited a significant difference in the “finding and screening” dimensional subscale in terms of early intervention after kindergartens were integrated, but did not exhibit significant difference in the four-dimensional subscale and the scale of “acquisition of qualifications”, “teacher’s qualification”, “place of employment”, , “age”, “education background”, “professional background of special education”, “positions”, “length of service” and “service district” in terms of early intervention after kindergartens were integrated. 6. In the central region of Taiwan, preschool teachers and caregivers did not exhibit significant difference in the four-dimensional subscale and scale of “acquisition of qualifications”, “teacher’s qualification”, “place of employment”, “receiving professional assistance and counseling services”, “age”, “education background”, “professional background of special education”, ”positions”, “length of service” and “service district” in terms of early intervention after kindergartens were integrated. 7. In the central region of Taiwan, preschool teachers and caregivers exhibited a significant correlation between “kindergartens integration” and “implementation of early intervention”, and exhibited a significant correlation between “perception” and “execution” of the “implementation of early intervention” subscale. Last but not least, the research results are presented to preschool teachers and caregivers, kindergartens, competent authorities and subsequent researchers for their reference.