Noise Levels and Acoustic Quality of Preschool Learning Spaces in Taiwan

This study examines noise levels and acoustic quality in preschool learning spaces in Taiwan, using a validated protocol from prior research in New Zealand. Seventeen classrooms across six centers, primarily in the major city of Kaohsiung, were assessed using acoustic measurements, personal dosimetry for teachers and children, and a structured teacher questionnaire. Most classrooms exceeded recommended reverberation time thresholds, and none met optimum acoustic standards. Fixed sound level meters substantially underestimated noise exposure during active periods compared to personal dosimetry. Dosimetry revealed that 24% of children and 27% of teachers experienced daily noise dose above 100% of the occupational criteria used in New Zealand and Europe. Notably, a center with a distinct educational philosophy demonstrated markedly lower individual exposure despite high ambient levels. These findings highlight systemic gaps in acoustic regulation for early childhood education in Taiwan and raise broader concerns about the default of using adult-based noise criteria for young children. Recommendations include Taiwan adopting or developing suitable acoustic standards and guidance values for noise levels in classrooms. The results have implications beyond Taiwan, offering evidence relevant to global efforts to improve preschool learning environments.