Abstract The theme of this paper is to discuss the benefits of adding the final year of preschool to Taiwan's national education system. This theme will be explored by contrasting and comparing other countries¡¦ concepts and methods of education. Using America, England, Japan and Germany as examples, overall systems of private and public schools will be analyzed thoroughly. The issues discussed include funding, facilities, teachers, management effectiveness and differences between urban and rural. In addition to an analysis of other nation's educational systems are the findings from questionnaires. Questionnaires were designed to interview 1,827 teachers and 938 parents and were distributed throughout cities and counties in Taiwan in order to collect different views concerning ¡¨The extension of the national education policy to preschool¡¦s final year.¡¨ According to documents and surveys, several conclusions are made as follows: 1. Unbalanced distribution of governmental resources. For example, universities have priority over preschools and public schools have priority over private schools. 2. High percentages of unqualified teachers in private preschools. 3. Excessive rate of teachers working unstably among preschools. 4. Apparently higher business costs in operating private schools than public schools. 5. Undeveloped mechanisms for ¡§Evaluation of the effectiveness of educational vouchers for children.¡¨ Based on research results, a number of proposed solutions are made mainly for policy amendment and future study reference materials. 1. Reconsider the distribution of governmental resources. 2. Provide effective nursery policies. 3. Salary difference subsidies should be given to teachers and caregivers in private preschools, and the rules of public school teacher¡¦s applicative legislation should be applied to teachers in private schools. 4. Putting more attention on children of disadvantaged minorities. 5. Adoption of legislation ensuring free education in preschools. 6. Merge graduates from child care universities and colleges. 7. Accelerate the mechanisms for ¡§Evaluation of the effectiveness of educational vouchers for children.¡¨

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains viii, 242 p. Vita. Includes abstract. Includes bibliographical references (p. 207-220).

Diss. Uppsala : Univ., 2006. / Includes bibliographical references.

Thesis--PlanB (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Stuttering has been defined as an atypical disruption in the forward flow of speech (Conture, 2001). The onset of stuttering is reported to be 2 to 3 years of age; the age at which the child is first learning to communicate more frequently with words rather than nonverbal behaviors. Interestingly, this is also the time at which children seek interactions with others rather than the former tendency to play independently. Because of the overt nature of this disorder, the timing of the onset and its co-occurrence with significant social developmental shifts, stuttering has the potential to impact the child’s ability to make and maintain friendships. The purpose of this report is to investigate the impact of stuttering awareness on the friendship preferences of preschool children who stutter. / text

Preschool children with Specific Language Impairment are at an increased risk for later reading difficulties (Watson, Layton, & Pierce, 1994; Catts et al., 1999; Johnston et al., 1999; Boudreau & Hedberg, 1999). Current emergent literacy intervention approaches have been discussed regarding typically developing children and children from lower incomes, but they lack efficacy data for preschoolers with SLI. The purpose of this article is to describe the current literature regarding emergent literacy intervention in preschoolers with SLI and reach an evidence-base decision as to the most effective intervention techniques to utilize in order to prevent later reading difficulties. / text

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