英文摘要 |
The main purpose of this article is to examine the issues concerning the accountability of early childhood education in Taiwan. By reviewing related literature, these writers reflect on three major approaches of quality assurance of early childhood education, namely, accreditation, consultation, and school-based professional development. Adopting the document analysis method, these writers discussed the following issues: the nature and purpose of kindergarten accreditation, consultation, and professional development; the problems encountered during the past years of implementation; and in what ways it can be improved. Some implications and suggestions are generated from the analysis. A brand new perspective of professional effectiveness and quality, the model of 'Professional Development Accreditation System' is proposed to the concerning parties as reference for forming of the new framework of institutional accreditation in Taiwan. |