幼兒園(preschool)、師生互動(teacher-child interactions)、教室評量計分系統(classroom assessment scoring system (Pre-K))、品質(quality)

木工課程(woodworking lessons)、幼兒園(kindergarten)、學習歷程(learning process)、幼兒表現(children’s performances)

STEAM(STEAM)、信念(Beliefs)、STEAM教育信念(Teacher’s beliefs about STEAM)

3D繪本(3D picturebooks)、幼兒科學認知能力(scientific cognitive ability)、「光的色散」科學概念(scientific concept of "dispersion of light")、繪本共讀(co-reading of picturebooks)、訊息類繪本(informative picturebooks)

公立契約進用教保員(Public Educare Giver)、組織承諾(Organizational commitment)、公立國民小學附設幼兒園(Affiliated Kindergartens with Public Elementary Schools)

幼童(young children)、心像旋轉(mental rotation)、2D(2D)、3D(3D)、事件相關電位(ERP)

幼兒(young children)、社會機器人(social robot)、生物概念(animacy)、疼痛同理心(empathy for pain)、事件相關電位(ERP)

美感教育(aesthetic education)、美感環境(aesthetic environment)、視覺美感(visual aesthetic)

情緒能力(emotional competence)、情緒繪本(emotional picture books)、內容分析(content analysis)、恐懼情緒(fear)、繪本(picture books)

內容與語言整合學習(content and language integrated learning)、閩南語融入(integration of Southern Min Dialect into early childhood education)、教保活動(children's perspectives)、幼兒觀點(preschool)、幼兒園(children's language attitudes)、語言態度(undefined)

幼教師資生(early childhood pre-service teacher)、美感素養(aesthetic literacy)、美感敏銳度(visual aesthetic sensitivity)、視覺藝術(visual art)

語言溝通能力(language communication skills)、同儕關係(peer relationship)、高功能自閉症(high-functioning autism)、亞斯伯格症(Asperger syndrome)

幼兒(young children)、閩南語(Southern Min dialect)、閩南語教學(Southern Min teaching)、幼兒觀點(children’s perspectives)

教學內容知識(pedagogical content knowledge (PCK))、教師圖像(teacher images)、幼教實習生(early childhood pre-service teachers)、實習經驗(internship)、反思(reflections)

遊戲(play)、幼兒觀點(children’s perspective)、遊戲觀(play perspective)

托嬰中心(nursery center)、師生語言互動(language interactions)、學步兒(toddlers)、語言模式(Language Modeling)、CLASS評量計分系統(CLASS)

鬆散素材(loose parts)、美感賞析(aesthetic appreciation)、美感元素(aesthetic elements)、幼兒園(kindergarten)

家庭餐桌飲食(family diet on the dining table)、幼兒飲食教育(early childhood diet education)、飲食素養(food literacy)、自我敘說(self-narrative)

幼兒情緒能力(young children's emotional competence)、閱讀回應(reading response)

臺灣(Taiwan)、新加坡(Singapore)、華語教師(Chinese teachers)、教學經驗(teaching experiences)

幼兒編創故事(children’s story-making)、幼兒敘事(children’s narratives)、幼兒觀點(children’s perspectives)、故事結構(story structures)

圖書館(library)、「Bookstart閱讀起步走」(“Bookstart” reading program)、親子共讀(shared reading)

閱讀護照(reading passports)、閱讀態度(reading attitudes)、閱讀動機(reading motives)、幼兒觀點(children’s perspectives)

幼兒觀點(children's perspective)、蒙特梭利教學(Montessori teaching)、混齡學習(multi-age teaching)、教師角色(teachers’ role)

幼兒觀點(children’s perspectives)、教師觀點(teachers’ perspectives)、幼兒園在地文化課程(localized cultural curriculum in kindergarten)

蝴蝶頁(endpapers)、讀者反應理論(theory of reader-response)、閱讀理解(reading comprehension)、共讀(shared reading)、圖畫書(picturebooks)

重述故事(story retelling)、故事結構教學(story structure teaching)、協同行動研究(collaborative action research)

團體共讀(group shared reading)、嬰幼兒(infants and toddlers)、共讀策略(storytelling strategies)、共讀反應(reader response)