本研究旨在探究0-3歲嬰幼兒回應式教保課程理念於國內生態環境中的實踐樣貌。以新台北市某專科學校承接之公共托嬰中心為研究對象，共16位托育人員參與研究。採質性研究法，以深度訪談及焦點團體訪談為主，輔以觀察與多重文件資料的蒐集；經由整體與部分反覆來回閱讀，整理歸納實踐回應式教保課程的重點經驗；分析回應式教保課程內在核心的「關係」，以及例行生活照顧、嬰幼兒自由探索、成人引導之教保活動的實踐。研究結果如下：
一、回應式教保課程沒有「教學」、也不是「上課」。而是以嬰幼兒發展為基礎，照顧者透過觀察發現嬰幼兒興趣與需要，在日常例行生活照顧、嬰幼兒自由探索以及成人引導的教保活動中，自然的在互動中回應嬰幼兒，並與家長交換訊息，讓課程符合嬰幼兒個別化的需求。
二、例行生活照顧需要照顧者自身的調節、與其他照顧者的協同、共同安排良好工作流程，以及快速做好家事的本領，以回應在團體托育中嬰幼兒的需求。
三、自由探索時間是照顧者與孩子建立關係的最佳時機；自由探索的遊戲型態是照顧者陪伴著孩子，一個遊戲區探索過後，再一起換到另一個遊戲區。
四、成人引導的活動是在環境中提供低結構的玩物，引發孩子探索的興趣，在小組或是個別的互動中陪伴嬰幼兒一起把玩，在來來回回的互動中，共同即興創作。
五、回應式教保課程重視照顧者的愛心，在微觀系統與中間系統中人際的正向關係，是支持嬰幼兒學習與發展的核心。嬰幼兒依賴照顧者敏銳的觀察與回應，因此調降照顧比率、充足照顧者人手，並降低照顧者與嬰幼兒雙方的流動率，以維持連續且一致性的照顧方式，是回應式教保課程所需的支持與重要條件。
最後，依上述研究結果針對托育人員、托嬰機構、主管機關以及後續研究提出建議。

The purpose of this study was to investigate the practice of a responsive educare curriculum for infants and toddlers aged 0-3 years. A total of 16 caregivers from a public infant daycare center undertaken by a junior college in New Taipei City participated in this study. A qualitative research method was used to collect data by in-depth interviews and focus group interviews, and secondarily by observations and multiple documents. All and parts of the data were read repeatedly, organized, and summarized to find the key experiences for practicing the responsive educare curriculum. This study also analyzed the relationships which are central to the responsive educare curriculum, as well as the practices of routine life-caring activities, infant and toddler free exploration, and adult-directed educare activities. The research findings are as follows:
I.The infant and toddler responsive educare curriculum is neither teaching nor holding classes. It is based on the development of infants and toddlers to discover their interests and needs through observation, and respond naturally to them through daily routine life-caring activities, their free exploration, and adult-led educare activities. Caregivers need to exchange information with parents so that the curriculum can be tailored to the individual needs of infants and toddlers.
II.Routine life-caring activities requires the caregiver's own regulation, collaboration with other caregivers, a well-organized workflow, and the ability to complete household tasks quickly in order to respond to the needs of infants and toddlers in group care.
III.The time of free exploration is the best time for caregivers to build relationships with the infants and toddlers; free exploration is a play style in which caregivers accompany the infants and toddlers, explore one play area, and then move to another play area together.
IV.Adult-directed activities provide low-structured objects in the environment to stimulate infants and toddlers’ interests in exploring, when they are accompanied by adults in small groups or individual interactions to play with each other and improvise together in back-and-forth interactions.
V.The responsive educare curriculum emphasizes on caregivers’ love and positive interpersonal relationships in microsystem and mesosystem which are central to supporting infant and toddler learning and development. Infants and toddlers rely on the keen observations and responses of their caregivers. Reducing the caregiver-to-infant/toddler ratio by having sufficient caregivers, lowering the turnover rate of caregivers and providing continuous and consistent care are the necessary support and important conditions for a responsive educare curriculum.
Finally, based on above research results, We will make recommendations to childcare providers, childcare institutions, authorities, and follow-up studies.

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