<p>För att undersöka vad barn tror händer med ett äpple som fallit till marken har jag gjort kvalitativa intervjuer på två förskolor med sexton barn födda 2003. Jag genomförde även skriftliga och muntliga intervjuer med några pedagoger på förskolorna. Mitt syfte var att undersöka barns föreställningar om nedbrytningsprocessen och jämföra dessa mellan avdelningarna för att se om pedagogerna har påverkat barnens föreställningar genom sin inställning till att arbeta med nedbrytningsprocessen.</p><p> </p><p>Intervjuerna visade att barnen inte har så utvecklade föreställningar om nedbrytning. De flesta tror att äpplet ruttnar och/eller blir helt uppätet av djur. Längre än så har de inte kommit i sitt tänkande. De vet inte hur äpplet ruttnar och det minsta djur de nämnde som äter äpplen var myror. Pedagogerna hade olika inställningar till att arbeta med nedbrytning i förskolorna men jag kan inte se att det har påverkat barnens svar. Inte heller kan jag se någon större skillnad på barnens föreställningar mellan de två förskolorna och dess avdelningar.</p><p> </p> / <p>In order to find out what children believe happens to an apple that has fallen to the ground I have interviewed fifteen children born 2003 in two pre-schools. I have also interviewed some of the pedagogues in both pre-schools. My purpose was to find out the children’s conceptions about the decomposition process and compare them between the departments to see if the pedagogue’s had affected the children’s conceptions by their attitudes towards working with the decomposition process.</p><p> </p><p>The interviews showed that the children don’t have such developed conceptions about the decomposition process. Most of them knows that the apple gets rotten or eaten up by animals. This is how far they have thought. They don’t know how apples get rotten and the smallest animal eating apples they mention were ants. The pedagogues had different concepts about working with the decomposition process in pre-schools but I can’t see that it has affected the children’s answers. Neither can I see any bigger different in the children’s ideas between the two pre-schools and their departments.</p>

För att undersöka vad barn tror händer med ett äpple som fallit till marken har jag gjort kvalitativa intervjuer på två förskolor med sexton barn födda 2003. Jag genomförde även skriftliga och muntliga intervjuer med några pedagoger på förskolorna. Mitt syfte var att undersöka barns föreställningar om nedbrytningsprocessen och jämföra dessa mellan avdelningarna för att se om pedagogerna har påverkat barnens föreställningar genom sin inställning till att arbeta med nedbrytningsprocessen.   Intervjuerna visade att barnen inte har så utvecklade föreställningar om nedbrytning. De flesta tror att äpplet ruttnar och/eller blir helt uppätet av djur. Längre än så har de inte kommit i sitt tänkande. De vet inte hur äpplet ruttnar och det minsta djur de nämnde som äter äpplen var myror. Pedagogerna hade olika inställningar till att arbeta med nedbrytning i förskolorna men jag kan inte se att det har påverkat barnens svar. Inte heller kan jag se någon större skillnad på barnens föreställningar mellan de två förskolorna och dess avdelningar. / In order to find out what children believe happens to an apple that has fallen to the ground I have interviewed fifteen children born 2003 in two pre-schools. I have also interviewed some of the pedagogues in both pre-schools. My purpose was to find out the children’s conceptions about the decomposition process and compare them between the departments to see if the pedagogue’s had affected the children’s conceptions by their attitudes towards working with the decomposition process.   The interviews showed that the children don’t have such developed conceptions about the decomposition process. Most of them knows that the apple gets rotten or eaten up by animals. This is how far they have thought. They don’t know how apples get rotten and the smallest animal eating apples they mention were ants. The pedagogues had different concepts about working with the decomposition process in pre-schools but I can’t see that it has affected the children’s answers. Neither can I see any bigger different in the children’s ideas between the two pre-schools and their departments.

This study investigated the development of curiosity in young children. A previous study by Kreitler, Zigler, and Kreitler had identified five specific types of curiosity, manipulatory curiosity, perceptual curiosity, conceptual curiosity, curiosity about the complex, and adjustive-reactive curiosity. The basic problem was to describe the development of these five types of curiosity in three-, four-, and five-year-old children. A secondary problem was to determine if children follow a predictable pattern in their development of the five types of curiosity. Five tasks, measuring nineteen variables of curiosity, were administered individually to thirty three-year-olds, thirty four-year-olds, and thirty five-year-olds by a trained rater. Mean scores for each variable and each type of curiosity were calculated for each group.

科技的進步改變了當代童年的樣貌，孩子語言中的「遊戲」二字不再是過往的傳統遊戲，而是充滿聲光效果的多媒體遊戲。這樣的現象讓許多研究相繼投入探討數位遊戲對兒童造成的影響，然而在這眾聲喧嘩的議題中，關注的對象並不包含學齡前幼兒。因此，本研究站在積極理解的角度，探究學齡前幼兒在數位遊戲中的思維活動，企盼增加對當代童年的瞭解。 本研究目的是探討五歲幼兒在數位小遊戲中的問題解決歷程和策略，因此從臺北市邀請18位五歲的大班幼兒，以兩人一組的方式共同進行遊戲<小羊回家>約20分鐘，並隨後訪談5分鐘關於在遊戲中遇到的問題與策略。研究採集的資料內容包含觀察紀錄、訪談語料、錄音和錄影，並將整理後的資料以質性方式分析和詮釋。 研究發現幼兒的問題表徵受到遊戲畫面複雜程度的影響，但幼兒初始建立的遊戲假設和過關成功沒有絕對關係。而本研究考量到幼兒在遊戲中的動作與想法，重新提出六種問題解決策略：(1)反覆操作來內化按鍵功能、(2)排列組合已知條件、(3)逐步縮短與目標的差距、(4)用相同動作試探發生的可能、(5)錯誤排除、(6)重新表徵遊戲目標」。同時也發現隨著幼兒個性和風格不同，會產生出不同樣貌的問題解決歷程：「在簡單道路上循序漸進」、「賭博般孤注一擲」、「在規則中發散遊走」，最後意外地看見，過關並不是遊戲唯一的目標，在遊戲中獲得不同程度的滿足感也是相當重要的。 / The development and growth of digital games have been changing people’s childhood in the world. Nowadays, most children tend to play digital games instead of traditional ones. Though there are a great number of studies into how digital games affect children’s behavior, few ones on preschool children have been found. Through positive approach, this study, as a result, is aimed at discussing and analyzing the thinking of five-year-old children while they are playing digital games, and is also for future reference about children in digital times. The purposes of this study are designed to explore five-year-old children’s problem-solving process and strategies during playing digital game. In this study, eighteen young children in Taipei City are selected to play a digital game, “Home sheep home.” They played in pairs about twenty minutes, and then were given an interview about ‘How did you pass the game?’ and ‘what strategies did you use?’ around five minutes. In order to confirm the trustworthiness of the study, the raw data were collected from various sources including observation, conversation, audio and video. Afterwards, those records were reorganized into qualitative information for further data analysis and interpretation The conclusions of the study are: 1. Young children’s problem representation has nothing to do with accomplishing the game’s mission. Instead, it is affected by the complication of the content on screen. 2. Six problem-solving strategies are re-raised in the study like “Press keyboard repeatedly,” ”Organize all the possibilities” , ”Approach the goal gradually,” ”Repeat the same action to produce a possible result,” ”Avoid the same mistakes,” , ”represent game goal again” . 3. Three problem-solving processes have been concluded into three parts: ”Step-by-step attempt,” ”High-risk attempt” , ”Unfocused attempt “。

Cette thèse porte sur le rythme musical considéré sous l’angle particulier de son mouvement et entreprend une approche empirique de cette notion abstraite, en l’absence de consensus sur la définition du rythme et d’une théorie scientifique sur le mouvement en musique. Différentes conceptions théoriques du mouvement sont exposées suivant que le rythme musical est considéré comme un objet, un phénomène ou une forme dynamique. Ces points de vue sont enrichis de données empiriques sur la description du rythme par les mouvements de l’auditeur. A l’appui de ce cadre de référence, la forme dynamique est saisie comme outil conceptuel et méthodologique qui permet de cerner les qualités dynamiques du rythme suivant l’évolution temporelle de ses éléments dynamo-agogiques, supposés porteurs d’informations de vitesse du mouvement, et d’analyser cette forme dynamique musicale par les formes dynamiques graphiques tracées par l’auditeur lors de l’écoute du rythme. Cet outil est testé dans une expérience exploratoire durant laquelle on enregistre les traçages effectués avec un stylo numérique par 33 enfants de 5 ans, sujets enactifs, lors de la représentation graphique de 24 brefs patterns percussifs. Les 792 traçages avec l’environnement sonore sont étudiés avec deux méthodes de comparaison de l’évolution temporelle du graphisme et du rythme. L’analyse de l’appariement de ces formes dynamiques rythmiques et graphiques met en évidence des liens solides entre des propriétés d’intensité et de durées des rythmes et des propriétés formelles et dynamiques des graphismes des auditeurs. / Given the lack of a consensual definition of rhythm and of a scientific theory of musical motion, this dissertation approaches empirically the abstract notion of the motion conveyed by musical rhythm. We present several theoretical conceptions of motion, musical rhythm being alternatively considered as an object, a phenomenon or a dynamic form. These points of view are completed with empirical data describing rhythms through listener’s movements. Within this framework, we use the dynamic form as a conceptual and methodological tool giving insights into the rhythm dynamics according the way their dynamo-agogic elements, assumed to convey information regarding motions' speed, change over time. It also allows the analysis of this musical dynamic form through the graphical dynamic form drawn by the listeners as they listen to a rhythm. This tool was tested in an exploratory experiment on 33 five-year-old enactive subjects, during which the movements of an electronic pen were recorded as the children were asked to draw an enactive graphical representation of 24 brief percussive patterns. The 792 tracing samples thus generated as rhythms unfold are studied with two methods comparing the respective temporal changes of tracing movements vs rhythms. Pairing these graphical and rhythmic dynamic forms for analysis exhibited strong links between the properties of intensity and duration of rhythms on one hand, and dynamic and formal properties of the graphical patterns generated by the listeners on the other hand.

Text in Afrikaans with t.p. and summaries in Afrikaans and English / Limited research concerning a child's association between emotion and color is available, both in terms of the amount of research studies done as well as the generalization of the results for the purposes of the five year-old. This study's aim was to explore the individual, unique, symbolic meaning between the experiencing of emotion and color of the five year-old. Color was used as an expedient to facilitate the identification of emotion. The test sample consisted out of five, five year-old Afrikaans speaking children. The researcher developed a technique and used it to explore the above. The results of this study showed that the associations that five year-olds draw between emotions and color can't be generalized. The study further showed that color can be very helpful in the identification process of emotions when working with the five year-old child. The results of this study were compared to relevant previous research results and at the end the researcher made certain recommendations for further research concerning the subject. / Bestaande navorsing oor die assosiasie wat die kind vorm tussen emosie en kleur is beperk, beide in terme van die aantal navorsingstudies en in die veralgemeenbaarheid van die resultate ten opsigte van die vyfjarige kind. Hierdie studie het gepoog om die individuele, unieke, simboliese betekenis te ondersoek tussen die belewing van emosie en kleur by die vyfjarige kind. Dit het behels dat kleur as 'n hulpmiddel aangewend is, ten einde die identifisering van emosie te vergemaklik. Die steekproef het bestaan uit vyf, vyfjarige Afrikaans-sprekende kinders. 'n Tegniek, deur die navorser ontwikkel, is gebruik om die bogenoemde te ondersoek. Die resultate van hierdie studie het getoon dat kinders van vyfjarige ouderdom se assosiasies tussen emosies en kleur nie veralgemeen kan word nie. Die studie het verder getoon dat kleur 'n bruikbare hulpmiddel is in die identifisering van emosies by die vyfjarige kind. Die resultate van die studie is met vorige relevante navorsingsbevindinge vergelyk en bepaalde aanbevelings is gemaak vir toekomstige navorsing rakende hierdie onderwerp. / Psychology / M.Diac. (Play Therapy)

Text in Afrikaans with t.p. and summaries in Afrikaans and English / Limited research concerning a child's association between emotion and color is available, both in terms of the amount of research studies done as well as the generalization of the results for the purposes of the five year-old. This study's aim was to explore the individual, unique, symbolic meaning between the experiencing of emotion and color of the five year-old. Color was used as an expedient to facilitate the identification of emotion. The test sample consisted out of five, five year-old Afrikaans speaking children. The researcher developed a technique and used it to explore the above. The results of this study showed that the associations that five year-olds draw between emotions and color can't be generalized. The study further showed that color can be very helpful in the identification process of emotions when working with the five year-old child. The results of this study were compared to relevant previous research results and at the end the researcher made certain recommendations for further research concerning the subject. / Bestaande navorsing oor die assosiasie wat die kind vorm tussen emosie en kleur is beperk, beide in terme van die aantal navorsingstudies en in die veralgemeenbaarheid van die resultate ten opsigte van die vyfjarige kind. Hierdie studie het gepoog om die individuele, unieke, simboliese betekenis te ondersoek tussen die belewing van emosie en kleur by die vyfjarige kind. Dit het behels dat kleur as 'n hulpmiddel aangewend is, ten einde die identifisering van emosie te vergemaklik. Die steekproef het bestaan uit vyf, vyfjarige Afrikaans-sprekende kinders. 'n Tegniek, deur die navorser ontwikkel, is gebruik om die bogenoemde te ondersoek. Die resultate van hierdie studie het getoon dat kinders van vyfjarige ouderdom se assosiasies tussen emosies en kleur nie veralgemeen kan word nie. Die studie het verder getoon dat kleur 'n bruikbare hulpmiddel is in die identifisering van emosies by die vyfjarige kind. Die resultate van die studie is met vorige relevante navorsingsbevindinge vergelyk en bepaalde aanbevelings is gemaak vir toekomstige navorsing rakende hierdie onderwerp. / Psychology / M.Diac. (Play Therapy)

Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research question was also answered namely; that too much formal education were taking place in the Gr R classes in primary schools. The answer to the question; whether there is enough play in the Gr R class in a primary school is; “no”, 10 and whether there is enough play in the Gr R class in the pre-primary school is; “yes”. It was concluded that the Gr R education methods in the primary school is far more formal than that of the pre-primary school. The research question is thus fully answered and the study was completed successfully. / Spel kan gesien word as ’n baie belangrike komponent van die leerprogram vir voorskoolse kinders. Die vraag ontstaan of Gr R onderwyseresse genoegsame spel in die dagprogram implementeer? Die navorsingsvraag is as volg beantwoord. Alhoewel dit in die studie na vore gekom het, dat die onderwyseresse wat preprimêr en BEd gekwalifiseer is oor die meeste speelkennis beskik, het die meeste Gr R onderwyseresse aangedui dat hul wel ’n behoefte het om meer kennis rakende kinderspel en die implementering daarvan in die dagprogram te bekom. Die laaste vraag voortvloeiend uit die navorsing of daar genoegsame spel in die Gr R klasse plaasvind was die gevolgtrekking “nee” by primêre skole en “ja” by preprimêre skole. Daar is tot die gevolgtrekking gekom dat Gr R onderwys by primêre skole se onderrigmetodes baie meer formeel is as Gr R by preprimêre skole. Die navorsings-vraag is dus in geheel beantwoord en die studie is suksesvol voltooi. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

本研究旨在建構國內適用之幼兒就學準備度評量「五歲幼兒就學準備度評量表（長題本）」，供幼兒園確保教育品質之用。研究者首先廣泛蒐集幼兒就學準備度相關文獻，包含：幼兒就學準備度內涵、幼兒學習標準與表現指標、幼兒就學準備度評量等部分，接著選取具有代表性、符合我國文化特性，以及出版日期較新之六篇重點文獻進行統整與比較，藉由文獻分析後所建立的國內外幼兒就學準備度內涵對照表，與了解幼兒學習標準與表現指標、幼兒就學準備度評量現況後的啟示，作為建構五歲幼兒就學準備度評量表（長題本）之參考。六篇重要文獻包含美國Head Start辦公室所發展的「幼兒學習成果架構」（Child Outcomes Framework）、High Scope基金會所發展的兒童行為觀察記錄表Child Observation Record (COR)、盧美貴（2003)「我國五歲幼兒基本能力與學力指標建構研究」、林秀錦與王天苗(2004)「幼兒入學準備能力之研究」、香港教育局（2003）的「兒童發展表現指標」、香港教育學院的「兒童發展評量表」（2007）。研究者以盧美貴（2003）「我國五歲幼兒基本能力與學力指標」與香港教育學院「兒童發展評量表」為藍本建構出評量表（長題本）之雛形，並透過問卷調查法與訪談調查法，進行五歲幼兒就學準備度評量表（長題本）的適用性檢視與修訂，最後完成我國適用之五歲幼兒就學準備度評量表（長題本）之建構。在調查研究的部分，為確立「長題本」的適用性，研究者以立意取樣，選取公私立幼兒園各2所，各1班，共計4班，每班2位教師，共8位老師，請教師評量班上的大班幼兒，求兩位教師評分結果的相關，建立評量表之信度，並根據訪談的意見與回饋進行評量表內容之修正。 我國適用之五歲幼兒就學準備度評量表（長題本）不僅可以在教學上使用亦可作為研究用。為進一步了解評量表（長題本）在相關研究之應用性，研究者透過預試及專家小組的討論篩選題目，建構五歲幼兒就學準備度評量表（短題本），探討教師與家長對幼兒就學準備度期望與現況之情形。研究者以便利取樣，抽取台北市公私立幼兒園的教師與家長，實施調查研究，共寄出525份問卷，回收425份，有效份數為400份，有效回收比例為76％，有效回收份數中，家長有178份，教師有222份。研究者將問卷所得之量化資料以SPSS 12.0中文版統計套裝軟體進行分析；綜合文獻分析、問卷調查與訪談調查，本研究之結論如下： 一、我國適用之五歲幼兒就學準備度評量表（長題本）具有良好的適用性。 二、我國適用之五歲幼兒就學準備度評量表（長題本）建構結果：包含「領域」、「重點」、「項目」與「行為指標」四個層次，分為健康與身體、情緒與社會、語言與溝通、認知及學習取向五個領域，共有24個重點、62個項目、177個行為指標。每個行為指標又分為三個水平，代表該能力發展的程度，由不熟悉至精熟。評量表以檢核表形式呈現，由熟悉幼兒的教師勾選，備註欄提供教師紀錄與該行為指標相關的軼事記錄、例證、評語、作品等，做為評量的依據與輔助說明。 三、家長與教師對幼兒就學準備度的期望有顯著差異，家長的期望高於教師的期望。 四、公私立幼兒園的家長背景變項在教育程度、職業類別、家庭每月總收入、與幼兒就讀幼兒園年數有顯著差異；公私立教師的背景變項在教師年齡、教學年資、大班教學年資、最高學歷、任教年級有顯著差異。五、公私立幼兒園家長背景變項、教師背景變項與幼兒就學準備度期望間部分有差異。 六、教師背景的最高學歷與語言與溝通領域的期望達顯著差異，教師年齡與情緒與社會領域、學習取向領域的期望達到顯著差異；家長背景的家長教育程度與健康與身體領域、情緒與社會領域、認知領域、學習取向領域、認知數理邏輯領域的期望達顯著差異，且事後比較發現學歷為研究所以上的家長期望較低。 七、家長對幼兒就學準備度期望與幼兒就學準備度表現現況有顯著差異，家長對幼兒就學準備度的期望顯著高於幼兒就學準備度表現的現況。 最後，研究者根據文獻分析、問卷調查及訪談調查的結果提出建議，期許對未來幼教的發展有所裨益。 / The main purpose of this study is to construct a reliable and valid five-year-old children school readiness assessment (long version) in order to ensure the quality of education in kindergartens. Through extensively collecting several relevant literatures as to Child Outcomes Framework (Head Start), Child Observation Record (COR), Readiness Skills Preparing for Better Earning and Adjustment in Elementary school (Shiu-Chin Lin & Tien-Miau Wang, 2004), Key Competency and Performance Indicators in Early Childhood Education (Mei-kuei Lu, 2003), Hong Kong Children's Development Performance Indicators (Hong Kong Government's Bureau, 2003), Hong Kong Child Development Scale (2007), the five-year-old children school readiness assessment (long version) is formed and revised after literature analysis, questionnaire survey and personal interview. This can not only be used for teaching but also for researching. The five-year-old children school readiness assessment (short version) is for understanding the expectation of kindergarten teachers and parents of school readiness. The results are analyzed by means, standard deviations, t-test and one-way ANOVA. Here are the results of this study: A. The five-year-old children school readiness assessment (long version) has good reliability and validity. B. The five-year-old children school readiness assessment (long version) is related to five domains (physical health and development domain, social and emotional domain, language and communicate domain, cognitive domain and approaches to learning domain), 24 points, 62 items and 177 indicators. Every indicator has three performance levels and a remarks column that can offer teachers to record related observations, reviews, children’s performances etc. C. The expectation of school readiness between kindergarten teachers’ and parents’ is significantly different. Parents’ expectation is higher than kindergarten teachers’ expectation. D. There are significantly different characters between public and private kindergartens. E. There are significantly different expectations of school readiness among the different background of families and kindergarten teachers. F. The parents’ expectation of school readiness and their children’s performance of school readiness is significant different. Parents’ expectation is higher than their children’s school readiness performance.

蒙特梭利教育推行逾百年，至今屹立不搖，主要有賴蒙特梭利以科學方法發現了幼兒成長的原理和法則，其以幼兒為中心，將教學法劃分為三個要素： (1)預備的環境，(2)教師，(3)教具，透過三者相輔相成，引導幼兒學習。不過，蒙特梭利教育目前仍被視為另類教學，人們擔心蒙氏幼兒教育缺乏情感、創造力與人際互動的學習，並對蒙氏幼兒教育是否能與小學教育接軌感到疑慮。對此，中華民國蒙特梭利教師協會在2007年慶祝蒙特梭利教育100周年紀念特刊中指出許多追蹤研究顯示，蒙特梭利孩子除了在課業成績表現優異外，在主動學習、人際關係、情緒管理上也優於一般小孩。由於近十餘年來，「幼兒就學準備度」的觀念日趨重視，教育部正積極編訂的「幼兒園教保活動及課程大綱」也特別重視幼小銜接，因此，研究者將從幼兒就學準備的觀點，探討蒙特梭利教育。本研究首先採用文獻分析法探討蒙特梭利教育與就學準備度的共同脈絡，並依據探討之結果，建構「蒙特梭利教育與五歲幼兒就學準備度評量對照表」，進而運用問卷調查進行專家效度之檢視，以做對照表的修訂。接續研究者使用調查研究的方式，評量接受蒙特梭利教育之幼兒的就學準備度，將蒐集的資料進行統計及分析。本研究所使用的統計方法包含描述性統計分析、交叉表（Crosstabs）與卡方檢定（Chi-square test）、皮爾森積差相關(Pearson’s product -moment correlation)、斯皮爾曼等級相關（Spearman's rank correlation）、t考驗（t- test）與單因子變異數分析(one way ANOVA)。研究結論如下： 壹、蒙特梭利教育與五歲幼兒就學準備度評量對照表的對應度高，顯示五歲幼兒就學準備度評量表中所關心的幼兒行為能力，與蒙特梭利幼兒教育的教學內容高度相符。初步反映蒙特梭利教育的內容符合我國幼兒教育對幼兒基本能力之要求與發展，有利我國幼兒發展入小學前的就學準備。 貳、本研究所取樣就讀蒙特梭利幼兒園之幼兒，具有良好的就學準備度。 參、就學準備度差異存在於幼兒就讀/非就讀蒙特梭利幼兒園之間，其中以幼兒就讀蒙特梭利幼兒園之就學準備度較高。 肆、蒙特梭利兒童背景變項中，蒙特梭利幼稚園與托兒所在「健康與身體領域」、「認知數理邏輯與科學領域」的就學準備度達顯著差異；幼兒就讀蒙特梭利幼兒園年數與就學準備度無顯著相關；不同性別的蒙特梭利幼兒就學準備度無顯著差異。 伍、蒙特梭利教師背景變項中，蒙特梭利教師大班(含混齡)教學年資與「健康與身體領域」、「語言與溝通領域」、「認知數理邏輯與科學領域」、「認知文化藝術領域」、及「整體」的就學準備度有顯著正相關；蒙特梭利教師最高學歷與幼兒就學準備度有顯著正相關；不同蒙特梭利教師證照別之幼兒就學準備度無顯著差異。 最後，根據上述研究結論針對實務面以及未來研究提出建議。 / Montessori education has developed for over a century, mainly due to Montessori found the early childhood development principles and rules by the scientific method. She advocates child-centered,and there are three elements of Montessori education：(1)prepared environment, (2) teachers, (3) teaching aids, through the three to guide children's learning. However, in Taiwan, people worried about that Montessori education is lack of emotional, creativity , interpersonal learning, and the transition with primary education, therefore Montessori education is still being considered as an alternative education. In this regard, Montessori Teachers Association of the R.O.C pointed many longitudinal study shows that Montessori children perform better than the traditional-education children in many ways of academic achievements, active learning, interpersonal relationships, and emotional management. Nowadays, the concept of " school readiness " becomes more important, and the Ministry of Education is actively compiling the "Guidelines of Nursery Education Activities and Security Curriculum " which is particularly imply the importance of transition program. Thus, this study proposes to investigate Montessori education from the perspective of school readiness. First , researcher explored the common context of Montessori education and school readiness by document analysis, then based on the results to construct "The corresponding table of Montessori education and five-year-old children school readiness assessment “, and corrected the table by expert validity. Finally, assess the Montessori children's school readiness in actually. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product -moment correlation, Spearman's rank correlation, t- test, and one way ANOVA. The results were summarized as follow: A."The corresponding table of Montessori education and five-year-old children school readiness assessment “ is highly corresponded, show they concerned the same capacity of children. Initially reflected Montessori education conform the basic development requirements of Taiwan early child education, and could help children get ready into primary school. B. Montessori children in this study sample get good school readiness. C. There is significant difference towards the school readiness between children study /non-study Montessori kindergarten. D. There is significant difference towards school readiness of “physical health and development domain”、”mathematical logic and cognitive science domain” between Montessori kindergartens and Montessori child care；there is no significant correlation between children’s school year in Montessori kindergarten and children’s school readiness；there is no significant difference towards the school readiness between boys and girls. E. There is significant correlation in “physical health and development domain”、”language and communicate domain”、” mathematical logic and cognitive science domain”、” cultural and artistic domain” and ” overall average” between school readiness and the years of teaching five-year classes (ambiguous age)；there is significant correlation between school readiness and the highest degree of Montessori teachers；there is no significant difference towards the school readiness between the teachers with different Montessori teacher license.