The purpose of this research is to look into the reality of kindergarten teachers’ understanding and practice of the music territory of the Curriculum Standard for Kindergarten and the teachers'' options with respect to the music education for child in Taiwan. Before the main research started, a pilot study was undertaken, in which 13 music teachers were interviewed for their opinions about the music area of the Curriculum Standard between March and April 2009. The result was viewed as the basis of questionnaire design and quantitative analysis. In the main research, the method of questionnaire was applied. The research targets are those of the kindergartens or the child care centers'' teachers who engaging in the child music education in Taiwan and 689 ones were randomly chosen from the kindergartens or the child care centers. The questionnaire method based on the self-designed questionnaire named "The comparison research of Taiwanese Kindergarten teachers'' cognition to music curriculum standard and teaching fulfillment" was applied on the targets between December 2009 and January 2010.

SPSS software tool was used to analyze the quantitative data provided by the questionnaire. Several statistic method such as percentage, mean, standard deviation, T-test and one-way ANOVA analysis were employed to the data. The interview transcripts came from the pilot study were applied systematically for further qualitative discussion. Another qualitative data distilled from the questionnaire was processed by Excel software.

The result of this research is concluded in three dimensions:

1. Approximately half of the kindergarten music teachers in Taiwan have basic

understanding of the music area of Curriculum Standard and hold positive attitudes regardless of their backgrounds

(1) Approximately half of the kindergarten music teachers understand the music territory of Curriculum Standard that is comparable to the rest non-understanding ones

(2) Regarding the cognition score of three sub-items : music objective , scope and assessment prescribed in the music territory of Curriculum Standard, there is merely little score difference among them

(3) Regarding the cognition score of music territory of Curriculum Standard in more detail, we find no distinguished difference among different teachers’ backgrounds

2. In terms of the music territory of the Curriculum Standard, the teachers in this research show more understanding than fulfillment, furthermore the part-time music teachers show more fulfillment and positive attitudes.

(1)Regarding the fulfillment scores of three sub-items : objective , scope and assessment prescribed in the music territory of Curriculum Standard, they are all shown positive attitudes and with merely little difference among them

(2)The options as well as the attitudes regarding the fulfillment of the music territory of Curriculum Standard in more detail are shown noticed differences among different teachers’ backgrounds

3. Most of the music teachers in kindergarten show positive attitudes toward music teaching activities design, while their curriculum is more divers than the Curriculum Standard. Furthermore, most of the music teachers apply Orff and Kodaly teaching methods.

(1)Regarding the curriculum design of three sub-items : objective , scope and assessment prescribed in the music territory of Curriculum Standard, there is a distinguished content difference between the music teachers interviewed and Curriculum Standard

(2)Music teachers provide a diversity of curriculum design for child music education while improvised music creation, music theory and known musician introduction are most adopted

(3) Most of the music teachers apply Orff and Kodaly teaching methods

Finally, according to the research results, recommendations with regard to preschool settings, kindergarten, preschool music teachers and further research are suggested.