Abstract
Current kindergarten parents’ attitudes toward and beliefs about children’s art education in majority cities and counties of Taiwan were investigated. A review of the literature was conducted to identify several possible influences on parents’ interpretation/ assessment of children’s art education. Then, the researcher developed and distributed a questionnaire for parents; 1,010 copies were distributed and 800 copies returned—of these, 758 were valid. Findings were as follows: (1) Parents’ occupations, educational backgrounds, genders, ages, classes attended by children, and children’s genders had significant effects on the interpretation of children’s art education. (2) More than 66% of Taiwanese kindergarten teachers used the theme-based teaching approach. (3) Over 72% of parents believed that kindergarten art educators should have basic drawing skills and familiarity with art supplies and craft equipment. (4) Majority parents believed children could attend art classes by 3 years of age, and also informed that their children had attended art classes at that age.
Highlights
The Government of Taiwan plans to initiate the first stage of the Five-Year Aesthetic Education Project which will span the years 2014 to 2018
Findings were as follows: (1) Parents’ occupations, educational backgrounds, genders, ages, classes attended by children, and children’s genders had significant effects on the interpretation of children’s art education
For the integrated curriculum factor, children who attended the 3- to 4-year-old class scored significantly higher than those children who attended a mixed-age class, whereas on other factors, no significant difference was found between the classes attended by children
Summary
The Government of Taiwan plans to initiate the first stage of the Five-Year Aesthetic Education Project which will span the years 2014 to 2018. The Ministry of Education plans to initiate the Root Project of Aesthetics and Arts Education for Preschool Students (MOE, 2013), which aims to encourage the offering of aesthetic experiences for every preschool child and to lay a foundation for their future learning of aesthetics. In the Temporary Curriculum Guidelines for Early Childhood Education, announced by the Ministry of Education in August 2012, the “aesthetic discipline” was incorporated in the curriculum because preschool education is critical to the enlightenment of the aesthetic domain. To learn about current Taiwanese parents’ knowledge of the aesthetics discipline in the Temporary Curriculum Guidelines for Early Childhood Education, the researcher initiated an investigation
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