Abstract
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.