日治時期的保姆：法律定位、養成與保育活動

Preschool Teachers under Japanese Colonial Rule

本文的主要目的在於描述日治時期保姆的法律定位、養成的過程與保育活動。在法律定位上，幼稚園保姆即為幼稚園教師，同時間的臺灣民間也有屬於「社會事業」的保姆，保育園、保育所、托兒所與慈惠院等「社會事業」，均設有「保姆」一職。而在保姆的養成上，幼稚園保姆需具有小、公學校教員免許狀，養成的過程大致為師範學校畢業，或經由教員檢定考試合格。由於昭和年間大量設置季節保育園，需要大量的保姆，短期的保姆養成講習會應運而生。在保育活動上，戰爭之前大致分為觀察、談話、唱歌、遊戲與手技等五項，至於戰爭時期則強調皇國民、少國民的培育，和注重幼兒的身體健康。

The main purpose of this article is to describe the legal positioning and nurturing process of preschool teachers under Japanese colonial rule as well as the childcare activities they carried out. In terms of legal positioning, preschool nannies were equivalent to preschool teachers. During this time, other nannies were associated with “social undertakings.” Nursery schools, nurseries, and charity homes were all considered “nursing” positions. In the development of preschool teacher training, preschool teachers were required to hold a teacher certificate for elementary education. Because of the large number of seasonal nursery schools established during the Showa period, there was a high demand for teachers. Before Japan launched the Pacific War, early childhood care focused on the development of physical and mental health and the acquisition of good habits to supplement family education; during the World War Ⅱ period, the emphasis was placed on “training” and “authority,” educating young children to become “imperial citizens.” Before the war, educational activities were roughly divided into five categories: observation, conversation, singing, games, and hand skills. The war period emphasized the cultivation of imperial young citizens and the physical health of young children.