臺北市社區教保資源中心方案實施現況之研究

摘要幼兒教育是人格發展的關鍵期亦是學習的萌芽期，幼兒教育是一切教育的基礎與起點，更是終身學習教育的扎根工作。隨著教育改革腳步的推進，「幼托整合」為因應時代需要與趨勢之規劃，也是教育部積極推動之政策方向之一。為保障幼兒接受適當教育及照顧之權利，確立幼兒教育及照顧方針，健全幼兒教育及照顧體系，促進其身心健全發展，制定公布「幼兒教育及照顧法」，明定2歲以上至入國小前幼兒教育及照顧之法令規定，以提升學前教保服務品質，落實推展學前教育。本研究旨在探討臺北市社區教保資源中心方案實施現況，透過個別訪談及問卷調查的方式，來進行整體政策實施現況的瞭解，並且從教保資源中心方案實施的研究中，冀望可獲得尚待改進的方向。本研究共取得臺北市教保服務人員246份有效樣本，所得量化資料採取描述性統計、單因子變異數分析、因素分析、獨立樣本t考驗進行統計分析，研究結果分別概述如下：一、臺北市社區教保資源中心方案實施整體表現呈現中高的程度。二、臺北市教保服務人員對社區教保資源中心方案之實施理念的認知；在年齡及服務年資及擔任職務等變項是呈現顯著差異。三、臺北市教保服務人員對社區教保資源中心方案實施之課程及活動內涵的認知；在年齡、服務年資、擔任職務與班級數(幼兒園位於臺北市所在地區)等變項是呈現顯著差異。四、臺北市教保服務人員對社區教保資源中心方案實施之行銷策略的認知；在年齡、服務年資與擔任職務等變項是有顯著差異。五、臺北市教保服務人員對社區教保資源中心方案之實施成效的認知；在年齡、服務年資及擔任不同職務等變項是有顯著差異。六、在不同幼兒園的所在地區對社區教保資源中心方案的實施困境是有顯著差異。七、臺北市教保服務人員對社區教保資源中心方案之改善建議在年齡及服務年資是有顯著差異。根據上述的研究結論，提供建議予相關單位，社區教保資源中心與未來相關研究之參考。

關鍵字

教保資源中心；親職教育；幼兒教育；幼托整合

並列摘要

Abstract Early childhood education (ECE) is a critical period of personality development and infancy learning. Early childhood education is not only the foundation and the starting point of all education, but also is the root work of lifelong learning. With the pace of education reform forward, “Integrating kindergartens and nursery schools " policy could cope with the needs of the times and trends in planning, meanwhile also the actively promoting policy of the Ministry of Education. To protect the rights of all early childhood would be educated and nursed properly, establish early childhood education and care policy, contribute to students physically and mentally sound development, “Early Childhood Education and Care Act” was promulgated. According to above law, 2 years old to the small country's former early childhood education and care should follow the provision to enhance the quality of pre-school security services and take forward the implementation of pre-school education. Consequently, this study has adopted an interview and a questionnaire survey to understand the overall status of implementation of the policy. Obtaining a direction to be improved from the implementation of the program of Early Childhood Education Resource Center (ECERC). This study collects 246 valid samples from staff of the implementation of the program of ECERC. Descriptive Statistic, One-way ANOVA, Independent Sample t-test analysis were utilized to analyze them. Therefore, the findings of the analysis are as follows: First, Early Childhood Resrouce Center Implementation Program in Taipei City has an above-averaged score of overall recognition of the program implementation. Second, the cognitive concept of different ages and years of service of staff of the implementation of the program of ECERC, courses and activities, position held, marketing strategy, the implementation of cognitive performance has significantly correlation. Third, the implementation of the course and the content of the activities of awareness of the staff of the implementation of the program of ECERC for the implementation of the program of ECERC, in age, length of service, position held, and number of classes in school has a significant correlation. Fourth, the cognition of marketing strategy of staff of the implementation of the program of ECERC, in age, length of service, position held, and location has significantly correlation. Fifth, the cognition of the effectiveness of the implementation of staff of the implementation of the program of ECERC, in age, length of service, position held, and location has significantly correlation. Sixth, there is significant correlation between various positions in different kindergarten and the implementation of recommendations of the program of ECERC. Seventh, the recommedations for improvements of the implementation of staff of the implemetaion of the program of ECERC, in age, length of service is significantly correlated. Based on the results of this comprehensive study, we will provide suggestions to related facilities, community resource centers and reference for future researches.