教育公平長期以來是社會關注的焦點，因此，我國近年所推動的許多重要的幼兒教育政策，均致力於提升幼兒教育的公平性。有鑑於此，本研究以「扶持五歲幼兒教育計畫」為例，檢視我國幼兒教育政策在教育公平理念上的實踐情形。研究方法包括問卷調查法及訪談法，共計回收602份有效問卷，並訪談六名教師或園長。經分析後，本研究發現：一、扶幼計畫的目標與具體作為符合幼兒教育公平的理念。二、各縣市幼兒園提供五歲幼兒入學的機率大致相同。三、任職公立幼兒園的教保服務人員學歷優於私立幼兒園；任職國幼班地區的教保服務人員學歷優於一般地區。四、扶幼計畫提升偏鄉地區教保服務人員素質，有利於提高教育品質。五、任職於不同地區、不同機構的教保服務人員，對扶幼計畫提升幼兒入學機會與教保品質的感受不同。依據研究結果，本研究提出持續就弱勢幼兒挹注教育經費、簡化扶幼計畫行政作業流程，以及建置全國性輔導機制或強化教學輔導功能等建議，期有助於提升幼兒的入園率以及教保服務的品質。

Equity in education has long been a focus of attention. Recently, quite a few important policies on early childhood education were generated to promote fairness of early childhood education. The purpose of this study was to examine the supportive education programs for fiveyears-old children according to the proposed equity in education. The research methods included both questionnaires and interviews, 602 questionnaires were return with valid responses, and 6 preschool educators interviewed. Results were obtained as follows: 1. The goals and implementation of the supportive education programs for five-years-old children were in line with the equity of education. 2. Opportunities of enrollment are nearly equal for all five-yearsold children nationwide. 3. Educators in the public preschools are higher in academic degree than those in the private preschools; and teachers who served in preschools in the remote areas received higher academic degree than those in the urban and suburban areas. 4. The supportive education programs for five-years-old children improved educators' teaching quality as well as their service quality for early childhood education. 5. Implementation of the supportive education programs for five-years-old children resulted in different perceptions among teachers who worked at public or private early childhood settings which were located in different regions of the country in regarding the improvement of preschool enrollment and quality. According to the results, recommendations for the supportive education programs for fiveyears-old children were suggested.