| Summary: | 碩士 === 稻江科技暨管理學院 === 幼兒教育學系碩士班 === 105 === This study examined active community-school collaborative classes integrated with thematic curriculum along with the community resources and activities over ten months in a private preschool. It aimed to explore the process of community-school collaborative activities in an early childhood program, the difficulties and strategies of implementing proposed curriculum, and the young children’s learning enhancement from the activities of community integration in the thematic curriculum. The participants included the researcher, director of the preschool, two preschool educators, and 30 young children (age 5-6) enrolled in the preschool. Results from the qualitative data of community-school activity implementation, teacher discussion, classroom practice, reflection, observation, and interview were examined and analyzed. Findings indicated that (1) school’s routing administration and teacher-teacher collaborative strategies could efficiently implement the proposed curriculum, integrating community resources with the early childhood thematic curriculum, (2) constant discussions, staffing supports, flexible activity schedules, research methods could minimize the problems or difficulties during the curriculum implementation, and (3) the young children could better maximize their learning development and the preschool educators could obtain positive impacts via the proposed curriculum. Suggestions from embedding community resources in thematic curriculum in early childhood education were discussed for early childhood administrative professionals and preschool educators for further research.
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