敘述中消逝的歷史: 臺北市立建城托兒所五十年發展圖景(1954-2007)

Abstract

50 年代初期在臺灣社政體系誕生了一所公立托兒所，取名為「臺北市立托兒所」，1954 年5 月開始承擔推動都市托兒業務中示範托兒所的責任。隨著社會發展結構的變遷，在其成立19 年後，配合臺北市政府「一個行政區開設一所」的原則，於1973 年更名為「建成托兒所」，2007 年9 月11 日再度更名為「大同托兒所」。在2012 年元月臺灣「雙軌制—幼稚園與托兒所」的幼兒教育政策劃下句點，幼托整合政策正式實施後，又再次更名為「大同幼兒園」。在幼托整合政策的推動下，「公立托兒所」之名隨著政策的變革，已消逝於臺灣這塊土地上。然「公立托兒所」承載臺灣五十年來兒童福利政策推動的時代使命，其發展的軌跡已然是臺灣幼兒教育史上重要的一環。本研究2007 年9 月本著期待在臺北市公立托兒所即將消逝前，能為臺灣幼兒教保發展史留下其發展的軌跡，以補充官方歷史文件檔案之不足，選擇了臺北市第一所公立托兒所「建成托兒所」為對象，運用具口述歷史特性之「敘述訪談法」，進行該所歷任所長及教保組長的個別訪談；並輔以「半結構式訪談」採集歷年教保模式及教學概況內容；最後為確保資料解讀的周全性，邀請三位關鍵性報導人針對研究結果草案及重要事件發展年表進行「焦點團體訪談」。將所搜集到之相關法規、口述傳記性資料及媒體報導內容爬梳後，依建成托兒所歷年來收托對象的轉變，劃分出四個階段：清寒家庭兒童教養照顧時期（1954-1974）、發展期（1975-1994）、變動期（1994-2000）與變革及新移民族群融入期（2000-2007），並依此架構闡述、再現其53 年之久如何依附在臺灣社會經濟發展及人口結構變遷，實踐其社會角色任務。

In the early 1950s, ＂Taipei City Public Daycare Center＂ was founded in Taiwan social and political system, it began to demonstrate the urban child care business. With the change of the social development, in the 19 years after its founding, with Taipei City Government’s principle: setting up a daycare center in each administrative region, it renamed as ＂Jian-Cheng Daycare Center＂ in 1973, and renamed again as ＂Da-Tong Daycare Center＂ on September 11, 2007. With the integration policy for early childhood education and care, it renamed again as ＂Da-Tong Preschool＂ in 2012, and the name of ＂Public Daycare Center＂ was gone in Taiwan. But ＂Public Daycare Center＂ promoted the children welfare policy for 5 decades, its development is an important part of history of Taiwan’s early childhood education. The aim of this research is to save the development history of Taiwan’s early childhood education, and to supply the official historical archives. The research objective was the first Taipei City public daycare center, ＂Jian-Cheng Daycare Center.＂ We used the ＂narrative interview＂ to collect the individual narratives of all principals and educaredirectors, and used the ＂semi-structured interview＂ to collect the data of all education modes and teaching situations. Finally, for ensuring the comprehensiveness of interpreting data, we used the ＂focus group interview＂ with three key informants on preliminary research findings and the chronology of important events. We collected the relevant laws and regulations, biographical narratives, and media reports. According to the collected material and thesources of children, it was divided into fourphases: poor family educating phase (1954-1974), developing phase (1975-1994), moving phase (1994-2000), changing and new immigrants integrating phase (2000-2007). We interpreted and represented how it practiced its social role task in the socio-economic development and the change of population structure in Taiwan.