我國自2004年開始實施國民教育幼兒班(簡稱國幼班)，其目的是希望透過國民教育往下延伸一年，提升幼兒入學率、減輕家長付學費的經濟負擔、以及提升幼兒教育品質。但因國家財政的缺虞不能全面實施，而修正為「扶持五歲弱勢幼兒及早教育計畫」因此將「五歲幼兒納入國民教育體制」修正為「扶持五歲弱勢幼兒及早教育計畫」。並作為未來國民教育全面往下延伸的準備。
因為幼兒教育的性質與其他教育階段的性質差異性大，無論在教材、課程設計與教學方法都比其他教育階段來的有彈性，反而讓幼教師在課程決定上具更高的自主權。加之國幼班教師面對的幼兒多來自文化刺激不足、單親家庭、隔代教養家庭或新住民家庭，造成國幼班教師在教學與幼兒生活輔導上的挑戰度高，為此教育部設置教學訪視與輔導工作小組，結合大學教師幼教專業領的知能與資夜深幼稚園教師在職的實務經驗，共同協助國幼班教師進行專業發展以期提升弱勢幼兒及早接受教育的機率及受教的品質。
國幼班教學訪視及輔導的模式採臨床視導與發展性視導的混合模式，輔導策略多元化、並以質性與量化評量交叉分析了解訪視與輔導的實施成效。本研究亦提出此混合輔導模式可能造成的困擾及解決方案供教育主管單位參考。
The need to provide an effective and efficient forum for teacher supervision is urgent if we wish to witness continual growth in teachers, whether they be beginning teachers, or experienced veterans. The belief is that all teachers can and will improve if direction and guidance is provided. Stemming from the need for improved supervision of teachers is a need to develop a connection between supervision and professional development. Teacher growth is closely related to pupil growth. Probably nothing within a school has more impact on students in terms of skill development, self-confidence, or classroom behavior than the personal and professional growth of teachers.
The purposes of this study are two folds：1. to examine clinical, developmental and differentiated supervision theories and techniques currently used in education； 1. to establish a feasible supervision model that can be implemented in early childhood education. The clinical supervision is conducted by an experienced and skilled teacher in order to assist a less-advanced teacher to develop better knowledge and skills to teach more effectively. The developmental supervision focus on less-advanced teachers change from novice to experienced teachers through a delineated stage process with representative challenge facing less-advanced teacher at each level. The characteristics of each developmental stage afford supervisors the opportunity to enhance effectiveness through interventions aim at facilitating further supervisee development. The differentiated supervision responds to the different needs and preferences of classroom teachers. It assumes that if teaching is a profession, and teachers are to be empowered, then teachers need to have control over their professional development within certain standards. All teachers need support and feedback, but that feedback need not come from only supervisors or administrators. The support can come from fellow teachers and even students. This approach helps the supervisor find time to focus his or her efforts where they are most needed.
In this study an integrative model of clinical and developmental supervision model is proposed in early childhood education to facilitate the professional development of teachers who served in Early Start Program for Disadvantaged Children.
