從制度設計到政策實踐：臺灣與新加坡幼兒教育政策的比較分析

From Institutional Design to Policy Practice: A Comparative Analysis of Early Childhood Education Policies in Taiwan and Singapore

本研究透過制度設計與政策實踐視角，比較分析臺灣與新加坡幼兒教育政策。研究發現，兩國皆重視幼兒全人發展，然新加坡採中央集權與標準化治理，展現高度整合的政策架構與專業發展支持；臺灣在課程與師資制度上展現相對彈性，地方政府與園所具有一定實施自主性，但在師資培訓、課程實踐與治理整合上仍存落差。此外，新加坡透過專業分級制度與《嬰幼兒培育發展框架》（EYDF）建構具體可行的教學與培訓體系，對臺灣具高度參考價值。研究據此提出三項建議：一、強化教保人員的專業分級與進修誘因；二、推動0-6歲學前教育治理體系整合；三、強化0-2歲嬰幼兒課程指引的實務支撐。期望能縮減政策與實務間的落差，提升學前教育整體品質。

This study adopts a comparative perspective of system design and policy implementation to analyze early childhood education (ECE) policies in Taiwan and Singapore. Findings reveal that both countries emphasize holistic child development. However, Singapore adopts a centralized and standardized governance model, demonstrating a highly integrated policy structure and robust professional development support. In contrast, Taiwan shows relative flexibility in its curriculum and teacher training systems, allowing a certain degree of autonomy for local governments and preschools. Nevertheless, gaps remain in teacher training, curriculum implementation, and governance integration. Moreover, Singapore’s structured professional grading system and the Early Years Development Framework (EYDF) provide concrete and practical teaching and training guidelines, which offer valuable references for Taiwan. Based on the analysis, this study proposes three policy recommendations: (1) strengthen the professional grading system and incentives for continuing education among early childhood educators; (2) promote the integration of the ECE governance system for children aged 0–6; and (3) enhance the linkage between the 0–2 curriculum guidelines and practical implementation. These recommendations aim to bridge the gap between policy and practice, thereby improving the overall quality of early childhood education.