Principles of Science Curriculum Design for Taiwanese Preschools: Three Dimensions of Integrating IEP Into Science Learning for Young Children

Within this theoretical framework, the IEP is not merely a legal and administrative document but can also be understood as a pedagogical design tool. By embedding individualized goals and support strategies into everyday science inquiry activities, teachers are able to respond to children’s differences in developmental pace, expressive ability, and social interaction within a shared curriculum structure. The integration of IEP and early childhood science learning not only addresses individual needs but also deepens the practice of differentiated instruction in inclusive educational contexts. This article explores the potential integration of the Individualized Education Program (IEP) into early childhood science learning, grounded in the principles of differentiated instruction and inquiry-based education. The aim is to provide young children with more individualized and responsive science learning experiences. Differentiated instruction emphasizes that teachers should adjust curriculum goals, instructional processes, and the forms of learning outcomes according to learners’ differences in ability, interests, and readiness, thereby promoting active participation and effective learning for every student. Through differentiated curriculum design, teachers are able to address both the collective needs of the class and the individual needs of each child within a shared curriculum structure, fostering a truly inclusive science learning environment.