臺灣幼托分離及幼托整合政策的發展與國際趨勢的比較

The Development of Taiwan’s Childcare Separation and Integration Policies in Comparison with International Trends

幼托整合為國際趨勢，臺灣也以此目標邁進，原本托兒所與幼稚園雙軌並行，歷經14年研議，在2012年整合完成並實施至今，已有許多探討，但多聚焦在政策現況瞭解及影響或探討相關利害人影響，鮮少對幼托分離及幼托整合的發展進行比較，並檢視其與國際發展趨勢之間的關係。因此，本研究以經濟合作暨發展組織為例，瞭解國際幼托整合的發展趨勢，並以幼托整合政策前後的比較，凸顯政策發展的相關脈絡與條件，藉此反思未來幼兒教育的方向。本研究主要發現包括：一、臺灣幼托整合符合國際幼教發展趨勢；二、在不同經濟脈絡條件下，建構出不同幼教樣貌，特別是整合後公共化教保服務的實施；三、整合後完善師資培訓及完整課程大綱有助幼兒教育發展品質的提升；四、幼托整合後解決幼托分離高學費及收托年齡重疊的問題，但仍有其他問題存在，值得關注。最後，依據研究結果，提出可行建議。

Integration of childcare and early childhood education has become an international trend, and Taiwan is moving toward this goal. Initially, kindergartens and daycare centers operated in parallel. After 14 years of deliberation, the integration was completed in 2012 and has been implemented since then. There have been numerous discussions, but most focus on understanding current policies and their impacts or exploring the effects on stakeholders, with few studies comparing the development of separated and integrated systems and examining their relationship with international trends. Therefore, this study takes the “Organisation for Economic Co-operation and Development” (OECD) as an example to understand the international development trends of childcare integration. It compares the policies before and after the integration to highlight the relevant contexts and conditions of policy development, reflecting on the future direction of early childhood education. The main findings of this study include: 1. Taiwan’s integration of childcare aligns with international early childhood education development trends. 2. Different economic contexts create different models of early childhood education, particularly in the implementation of public education and care services after integration. 3. Improved teacher training and comprehensive curriculum guidelines after integration contribute to enhancing the quality of early childhood education. 4. Integration has resolved issues such as high tuition fees and overlapping ages for enrollment in kindergartens and daycare centers, but other issues remain that deserve attention. Finally, based on the research results, feasible suggestions are proposed.