以毛利幼兒教育為參考－臺灣原住民幼兒教育重要議題之討論

Take Maori Early Childhood Education as Reference to Discuss the Critical Issues of Indigenous Early Childhood Education in Taiwan

10.6367/ECE.200903.0006

郭李宗文(Tsung Wen Kuo Li)

幼兒 ； 主體 ； 文化 ； young child ； subject ； culture

幼兒教育

293期（2009 / 03 / 31）

6 - 21

繁體中文

臺灣原住民幼兒教育的發展處於長期受忽略的地位，對於原住民幼兒教育的主體性之相關法規仍有許多模糊之處。《扶持五歲弱勢幼兒及早教育計畫》雖然增加了原住民地區的國民教育幼兒班的數量，因其對於原住民文化主體的忽視，反成爲殖民文化的向下延伸管道。原住民幼兒教育的政策仍以金錢的補助爲主，嚴重缺乏主體性的探究與實施。時值臺灣幼托整合，幼教相關法案及規範熱烈討論及規劃中，毛利文化在紐西蘭所受的重視，值得臺灣教育相關單位及關心原住民文化的工作者省思和學習。本文試圖以毛利幼兒教育爲參考之主要依據，進而探討臺灣原住民幼兒教育需被注視的重要議題。分別將就臺灣原住民幼兒教育之相關法令、政策、師資、實務等範圍進行討論，並提出可改進之建議。

The development of indigenous early childhood education in Taiwan has been ignored for a long time. Besides, there are a lot of blurs in relevant laws to the subject of indigenous early childhood education. ”Head Start Program for Disadvantaged Children” increased the number of kindergarten class in indigenous area, but the ignorance of indigenous cultural subject resulted in the extension of colonial culture. The main content of present policies to indigenous early childhood education is money-supported, but seriously lack for the exploration and practice to the subject. It was the prime time of integration between kindergartens and nursery schools, the relevant bills and regulations of early childhood education were enthusiastically under discussion and organization. The value of Maori culture in New Zealand is worth being leaned and reflected by educational authorities and the people caring indigenous culture. This article deeply endeavors to explore the critical issues of indigenous early childhood education in Taiwan which refer to Maori early childhood education. The discussion includes corresponding laws and regulations, policies, teachers and practice, and the suggestions were advanced respectively.