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Title:	幼兒園就學情形與幼兒發展 Preschool Attendance and Child Development Outcome
Authors:	絲任節 Szu, Jen-Chieh
Contributors:	蘇昱璇 Su, Yu-Hsuan 絲任節 Jen-Chieh Szu
Keywords:	幼兒園兒童發展固定效果模型 preschool child development fixed effects model
Date:	2024
Issue Date:	2024-10-04 10:31:49 (UTC+8)
Abstract:	本研究探討台灣 3 至 5 歲幼兒就讀幼兒園對其認知、語言、社會情感及體能發展的影響。研究利用「臺灣幼兒發展調查資料庫」(KIT)數據，採用普通最小平方法(OLS)與固定效果(FE)模型，分析家長填答之各項發展指標問卷。研究結果顯示，幼兒園就讀與幼兒早期讀寫能力呈正相關，此效應在家境較佳的幼兒身上更為顯著。此外，幼兒園環境與活動對促進特定發展領域有顯著的影響。研究亦發現，幼兒園就讀第一年的影響最大，之後效益遞減。本研究凸顯台灣早期教育的重要性，未來研究可深入探討幼兒園就讀影響兒童發展的具體機制，並探究早期教育經驗對後續學業及人生發展的長期影響。 This study investigates the impact of preschool attendance on the cognitive, language, social-emotional, and physical development of children aged 3 to 5 in Taiwan. Utilizing data from the “Kids in Taiwan: National Longitudinal Study of Child Development and Care” (KIT), the research employs ordinary least squares (OLS) and fixed effects (FE) models to analyze parental questionnaire responses on various developmental indicators. The findings reveal that preschool attendance is positively associated with emergent literacy skills, with the effect being more pronounced for children from higher-income families. Additionally, the preschool environment and activities are found to be statistically effective in promoting specific developmental domains. The study also finds that the first year of preschool attendance is most impactful, with diminishing returns for subsequent years. This study highlights the importance of early education in Taiwan. Future research could delve into the specific mechanisms through which preschool attendance influences child development and explore the long-term impacts of early educational experiences on subsequent academic and life outcomes.
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