Abstract
This chapter discusses the development of early childhood education (ECE) in Taiwan. Kindergartens and daycare centers were initially set up to serve children from diverse families, often with little guidance on pedagogical principles. However, over the years, the number and quality of schools increased; and in the past decade, the importance of ECE has become widely recognized by its various stakeholders – the government, early childhood educators, and the families of young children. In accordance with this recognition, a number of governmental policies have been introduced to strengthen the affordability, accessibility, and accountability of the early childhood education services available in Taiwan. These policies have impacted ECE and will continue to exert influence over the educational experiences of future generations.
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Notes
- 1.
In theory, government-utility, privately operated kindergartens are a joint venture between the government and private individuals (or organizations), with government providing the hardware (e.g., physical space) and private individuals providing software (e.g., teaching staff and curriculum).
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Chen, E.E., Li, H. (2017). Early Childhood Education in Taiwan. In: Rao, N., Zhou, J., Sun, J. (eds) Early Childhood Education in Chinese Societies. International Perspectives on Early Childhood Education and Development, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1004-4_13
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