Investigating the Aesthetic Domain of the “Early Childhood Education and Care Curriculum Framework” for Young Students in Taiwan

Abstract

Aesthetic education is fundamental to young children’s holistic development and future lives. The development of aesthetic sensibility has been promoted in early childhood education in various countries and is an important issue in Taiwan’s current educational practice. This paper aims to examine the aesthetic domain of the Early Childhood Education and Care Curriculum Framework, promulgated by the Taiwan’s Ministry of Education, highlighting the importance of aesthetic education for young children in Taiwan. The objective of this research study is to better understand the aesthetic education of Taiwan’s young children, and provide insight for preschool teachers who implement aesthetic education. The findings are as follows: (1) the goals of aesthetic domain in the curriculum framework is to help young children enjoy aesthetic experience and artistic creation, and develop rich imagination, and respond to feelings and preferences for artistic creation of young children; (2) the aesthetic domain includes the development of “exploration and awareness”, “performance and creation”, and “response and appreciation”; (3) the learning aspect of the aesthetic domain is divided into two parts: “affection” and “artistic media”; (4) teachers should also pay attention to appropriate arts and cultural activities so the young children can experience their own local culture. If preschool teachers open their eyes and ears, they can guide young children to share in the beauty and joy of life. This paper provides discourses of preschool teachers who design an aesthetic education curriculum and offers practical, concrete suggestions that can support the aesthetic education of young children in Taiwan.