摘要：This study identified and explained the prototypes of belief systems about the kindergarten curriculum with the use of Stephenson`s Q-methodology. The sample consisted of 15 preschool teachers and 15 college students majoring in early childhood education. A Q-deck composed of 48 cards was developed by the researchers and sorted by the subjects. The obtained Q-sort scores were analyzed by factor analysis. The findings revealed that the subjects were divided into 3 types: "the practical-disciplinary type" consisting of mostly of teachers,"the theoretical-openness type" consisting mostly of students,and "the compromising type" consisting of some teachers and some students..
