Dynamics of Early Childhood Education in Taiwan: A Comparative Study of Traditional and Innovative Approaches
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Abstract
This comparative study delves into the dynamics of early childhood education (ECE) in Taiwan, examining the coexistence and interaction between traditional and innovative pedagogical approaches. Through qualitative research methods, including interviews, focus groups, and participant observations, insights were gathered from key stakeholders in Taiwanese ECE settings. Findings reveal that traditional approaches, rooted in Confucian values, emphasize academic readiness and teacher-directed instruction, while innovative methodologies prioritize holistic development and child-centered learning experiences. Contextual factors such as socio-economic influences and cultural traditions significantly shape the adoption and effectiveness of these approaches. The study underscores the importance of a balanced approach that integrates the strengths of both traditional and innovative methods to optimize early childhood learning experiences. These insights have implications for policy-making, curriculum development, and professional development initiatives to enhance the quality and effectiveness of early childhood education in Taiwan.
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How to Cite
Damayanti, E., Djollong, A., Asfahani, A., Sitopu, J., & Yadav, U. (2024). Dynamics of Early Childhood Education in Taiwan: A Comparative Study of Traditional and Innovative Approaches. Absorbent Mind: Journal of Psychology and Child Development, 4(1), 65-75. https://doi.org/10.37680/absorbent_mind.v4i1.4904
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Obloberdiyevna D S, O. K. U. (2022). Teaching languages using modern educational methods. International Journal of Intellectual and Cultural Heritage, 2(3), 105–109.
Phan, H. P., Ngu, B. H., Chen, S. C., Wu, L., Lin, W.-W., & Hsu, C.-S. (2020). Introducing the study of life and death education to support the importance of positive psychology: an integrated model of philosophical beliefs, religious faith, and spirituality. Frontiers in Psychology, 11, 580186.
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Rajadurai, J., Sapuan, N. M., Daud, S., & Abidin, N. (2018). The marketability of technical graduates from higher educational institutions (HEIs) offering technical and vocational education and training (TVET): a case from Malaysia. The Asia-Pacific Education Researcher, 27, 137–144.
Rajalakshmi, S., Gnanamangai, B. M., Kumar, D. V., Santhya, V. S., Priya, M., Josephine, R. M., Srivastava, A. K., Sudhakaran, R., & Deepa, M. A. (2022). Green Campus Audit Procedures and Implementation to Educational Institutions and Industries. Nature Environment and Pollution Technology, 21(4), 1921–1932.
Rifat, M., Ilham, I., Bayani, B., & Asfahani, A. (2023). Digital Transformation in Islamic Da’wah: Uncovering the Dynamics of 21st Century Communication. JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 8(3), 2933–2941.
Rohman, A., Asfahani, A., & Iqbal, K. (2023). Comprehensive Analysis of AI’s Contribution to Global Economic Development. Journal of Artificial Intelligence and Development, 2(2), 33–39.
Sain, Z. H., Asfahani, A., & Krisnawati, N. (2022). Utilization AI for Socially Responsive Education as a Path to Inclusive Development. Journal of Artificial Intelligence and Development, 1(2), 69–78.
Signori, G. G., Guimarães, J. C. F. De, Severo, E. A., & Rotta, C. (2018). Gamification as an innovative method in the processes of learning in higher education institutions. International Journal of Innovation and Learning, 24(2), 115–137.
Waham, J. J., Asfahani, A., & Ulfa, R. A. (2023). International Collaboration in Higher Education: Challenges and Opportunities in a Globalized World. EDUJAVARE: International Journal of Educational Research, 1(1), 49–60.
Wijngaards-de Meij, L., & Merx, S. (2018). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219–231.
Abidin, A. A., & Murtadlo, M. A. (2020). Curriculum Development of Multicultural-Based Islamic Education As an Effort To Weaver Religious Moderation Values in Indonesia. International Journal of Islamic Education, Research and Multiculturalism (IJIERM), 2(1), 29–46.
Aldiab, A., Chowdhury, H., Kootsookos, A., Alam, F., & Allhibi, H. (2019). Utilization of Learning Management Systems (LMSs) in higher education: A case review for Saudi Arabia. Energy Procedia, 160, 731–737. https://doi.org/10.1016/j.egypro.2019.02.186
Asfahani, A., Abdurahman, A., Krisnawati, N., & Prusty, A. (2022). Innovative Solutions for AI Contribution in Developing Socially Inclusive Education for Children. Journal of Artificial Intelligence and Development, 1(2), 79–88.
Asfahani, A., El-Farra, S. A., & Iqbal, K. (2023). International Benchmarking of Teacher Training Programs: Lessons Learned from Diverse Education Systems. EDUJAVARE: International Journal of Educational Research, 1(2), 141–152.
Bao, Y., Kehm, B. M., & Ma, Y. (2018). From product to process. The reform of doctoral education in Europe and China. Studies in Higher Education, 43(3), 524–541.
Cai, J., & Ding, M. (2017). On mathematical understanding: perspectives of experienced Chinese mathematics teachers. Journal of Mathematics Teacher Education, 20, 5–29.
Chang, F.-C., Chiu, C.-H., Chen, P.-H., Chiang, J.-T., Miao, N.-F., Chuang, H.-Y., & Liu, S. (2019). Children’s use of mobile devices, smartphone addiction and parental mediation in Taiwan. Computers in Human Behavior, 93, 25–32.
Chankseliani, M., & McCowan, T. (2021). Higher education and the sustainable development goals. Higher Education, 81(1), 1–8.
Chen, S. C. (2020). Understanding the Evolving Roles of Outbound Education Tourism in China: Past, Present, and Future. ATHENS JOURNAL OF TOURISM, 7(2), 101–116. https://doi.org/10.30958/ajt.7-2-3
Chen, Z., Cao, H., Deng, Y., Gao, X., Piao, J., Xu, F., Zhang, Y., & Li, Y. (2021). Learning from home: A mixed-methods analysis of live streaming based remote education experience in Chinese colleges during the COVID-19 pandemic. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems, 1–16.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472.
Franco, I., Saito, O., Vaughter, P., Whereat, J., Kanie, N., & Takemoto, K. (2019). Higher education for sustainable development: Actioning the global goals in policy, curriculum and practice. Sustainability Science, 14, 1621–1642.
Gao, Y., Jia, Z., & Zhou, Y. (2015). EFL learning and identity development: A longitudinal study in 5 universities in China. Journal of Language, Identity & Education, 14(3), 137–158.
Kolb, A., & Kolb, D. (2018). Eight important things to know about the experiential learning cycle. Australian Educational Leader, 40(3), 8–14.
Krisnawati, N., Asfahani, A., & El-Farra, S. A. (2022). Impact of AI in Education and Social Development through Individual Empowerment. Journal of Artificial Intelligence and Development, 1(2), 89–97.
Martín-Criado, J. M., Casas, J. A., & Ortega-Ruiz, R. (2021). Parental supervision: Predictive variables of positive involvement in cyberbullying prevention. International Journal of Environmental Research and Public Health, 18(4), 1562.
Mâţă Liliana, Asfahani Asfahani, & Mariana Mariana. (2023). Comparative Analysis of Educational Policies: A Cross-Country Study on Access and Equity in Primary Education. EDUJAVARE: International Journal of Educational Research, 1(1), 19–28.
Matkovic, P., Tumbas, P., Sakal, M., & Pavlicevic, V. (2014). Curriculum development process redesign based on university-industry cooperation. Proceedings of the 6th International Conference on Education and New Learning Technologies (EDULEARN), 4113–4123.
Matriano, E. A. (2020). Ensuring Student-Centered, Constructivist and Project-Based Experiential Learning Applying the Exploration, Research, Interaction and Creation (ERIC) Learning Model. International Online Journal of Education and Teaching, 7(1), 214–227.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Sage publications.
Millner, N. (2021). Unsettling feelings in the classroom: scaffolding pedagogies of discomfort as part of decolonising human geography in higher education. Journal of Geography in Higher Education. https://doi.org/10.1080/03098265.2021.2004391
Mogale, M. L., & Malatji, K. S. (2022). Progressed Learners’ Participation in Developing Curriculum Support Programmes: A Critical Pedagogy Approach. E-Journal of Humanities, Arts and Social Sciences, October, 475–487. https://doi.org/10.38159/ehass.20223105
Mundiri, A., & Hamimah, S. (2022). Early Childhood Behavior Management Strategy based on Fun Learning Environment. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 2583–2595.
Obloberdiyevna D S, O. K. U. (2022). Teaching languages using modern educational methods. International Journal of Intellectual and Cultural Heritage, 2(3), 105–109.
Phan, H. P., Ngu, B. H., Chen, S. C., Wu, L., Lin, W.-W., & Hsu, C.-S. (2020). Introducing the study of life and death education to support the importance of positive psychology: an integrated model of philosophical beliefs, religious faith, and spirituality. Frontiers in Psychology, 11, 580186.
Putranta, H., & Wilujeng, I. (2019). Physics learning by PhET simulation-assisted using problem based learning (PBL) model to improve students’ critical thinking skills in work and energy chapters in MAN 3 Sleman. Asia-Pacific Forum on Science Learning and Teaching, 20(1), 1–44.
Putri, R. F., & Putri, R. F. (2020). the Improvement of Kkni Based Learning Model Through Collaborative Learning in English for Job Hunting Subject. Exposure : Jurnal Pendidikan Bahasa Inggris, 9(2), 277–285. https://doi.org/10.26618/exposure.v9i2.4146
Rajadurai, J., Sapuan, N. M., Daud, S., & Abidin, N. (2018). The marketability of technical graduates from higher educational institutions (HEIs) offering technical and vocational education and training (TVET): a case from Malaysia. The Asia-Pacific Education Researcher, 27, 137–144.
Rajalakshmi, S., Gnanamangai, B. M., Kumar, D. V., Santhya, V. S., Priya, M., Josephine, R. M., Srivastava, A. K., Sudhakaran, R., & Deepa, M. A. (2022). Green Campus Audit Procedures and Implementation to Educational Institutions and Industries. Nature Environment and Pollution Technology, 21(4), 1921–1932.
Rifat, M., Ilham, I., Bayani, B., & Asfahani, A. (2023). Digital Transformation in Islamic Da’wah: Uncovering the Dynamics of 21st Century Communication. JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 8(3), 2933–2941.
Rohman, A., Asfahani, A., & Iqbal, K. (2023). Comprehensive Analysis of AI’s Contribution to Global Economic Development. Journal of Artificial Intelligence and Development, 2(2), 33–39.
Sain, Z. H., Asfahani, A., & Krisnawati, N. (2022). Utilization AI for Socially Responsive Education as a Path to Inclusive Development. Journal of Artificial Intelligence and Development, 1(2), 69–78.
Signori, G. G., Guimarães, J. C. F. De, Severo, E. A., & Rotta, C. (2018). Gamification as an innovative method in the processes of learning in higher education institutions. International Journal of Innovation and Learning, 24(2), 115–137.
Waham, J. J., Asfahani, A., & Ulfa, R. A. (2023). International Collaboration in Higher Education: Challenges and Opportunities in a Globalized World. EDUJAVARE: International Journal of Educational Research, 1(1), 49–60.
Wijngaards-de Meij, L., & Merx, S. (2018). Improving curriculum alignment and achieving learning goals by making the curriculum visible. International Journal for Academic Development, 23(3), 219–231.