國家教育研究院

　　本整合型研究旨在探究家庭型態變遷趨勢對幼兒園教育之影響。根據五個子計畫的實證調查及訪談結果，本研究在結論上歸結為兩部分，第一部分：四種家庭型態（單親家庭、雙薪家庭、隔代教養家庭、新住民家庭）在實證上的變遷面貌；第二部分：幼兒園生態（幼兒園教保人員、家長、課程教學、及園所經營）四個面向的探討為焦點，歸結出家庭型態變遷趨勢對幼兒園各項生態的影響情形。?

　　一、本研究結果發現所歸結的第一部分結論為：
（一）四種家庭型態表現在家長期望部分呈現較為共通性(無顯著差異)的結果：家庭型態並不能有效預測家庭功能，如以系統論的角度看待家庭，家庭功能的發揮比家庭結構的完整更加重要。因此我們應以更寬廣的家庭系統和家庭功能觀點去看待家庭與幼兒，才能避免對不同家庭型態幼兒持著刻板印象。?
（二）四種家庭型態之實證結果有所差異的部分：?
第一、雙薪家庭：雙薪家庭的增加是隨著工業化加速及女性就業增加的必然結果，而教保服務人員對雙薪家庭之幼兒表現及親職角色等方面，都是持最正面的看法，惟雙薪家庭家長需要的協助是親職時間的補充，這部分未來應從就業政策及工作權益著手。?
第二、新住民家庭：家庭型態變遷中的新住民家庭經常出現教養態度不一致的情形，且父職參與程度普遍低落，因此新住民家庭需要協助的部分是親職角色知能的充實。?
第三、隔代教養家庭：家庭型態變遷中的隔代教養家庭，教保服務人員對其價值觀較趨於負向，相較於其它家庭型態，隔代教養家庭家長呈現一致性低的親職角色扮演，因此隔代教養家庭最需要教師的協助，未來應朝改善師資品質，為幫助隔代教養家庭的首要之務。?
第四、單親家庭：單親家庭由於在親職時間、經濟負擔、精神負擔等層面都由單方家長肩負重任，在幼兒園方面宜顧及單親家庭托育時間的需求提供彈性服務，並提供社福資源。?

　　二、本研究歸納結論的第二部分為：家庭型態變遷趨勢對整體幼兒園生態之影響，分述如下：?
（一）家庭型態變遷趨勢對幼兒學習表現之影響：整體而言，當前我國之幼兒園中的弱勢家庭比例並不低，各家庭型態幼兒的學習表現以「自主管理」層面最佳，「自我表達」層面最弱。顯示未來我們應加強整體幼兒在「自我表達」上的練習。?
（二）家庭型態變遷趨勢對幼兒園教師之影響：幼兒園教保服務人員對家庭型態之價值觀，及需求知覺，教保服務人員對於雙薪家庭的價值觀較其他三類家庭都來得正向，顯示教保服務人員認為在這四類家庭當中，雙薪家庭所擁有的條件最能使家庭內的成員獲得好的表現，而隔代教養家庭在教保服務人員心中是最需要注意與關照的一種家庭型態。整體而言，私立幼兒園的園所及教師對雙薪、單親、隔代教養及新住民家庭之需求知覺高於公立幼兒園，或許是私立幼兒園在較有招生壓力的情境下更顧客導向，因此能敏銳地知覺不同家庭幼兒及家長之需要。?
（三）家庭型態變遷趨勢對幼兒家長教養期望、教養態度與親職角色之影響：整體而言，在家庭型態變遷趨勢下，儘管各類家庭型態在對幼兒成就期望與安排課外學習有程度及考量上的不同，在教養期望部分呈現了較一致的情形。幼兒園應注意並滿足各種家庭對於孩子「正向發展與獨立」的期望。?
（四）家庭型態變遷趨勢對幼兒園課程與教學之影響：整體而言，各類家庭型態的幼兒家庭生活經驗各異，但幼兒園的教學卻將幼兒的學習經驗齊一化，忽略多元性及個別化的需求。?
（五）家庭型態變遷趨勢對幼兒園經營之影響：整體而言，在家庭型態變遷中，少子女化是人口變遷中一個不容忽視的現象，幼兒園經營者也因此倍感壓力。由於家庭型態變遷中，不同家庭型態主要照顧者對幼兒園之需求略有差異，幼兒園因應策略對不同型態家庭需求之預測情形亦有所不同，未來幼兒園經營更須對變遷中的不同家庭型態有所覺察而有所因應。?

　　本整合型研究之建議分為三個部分：一、對幼兒園實務現場的建議；二、對教育政策－新頒布之「幼兒園教保活動課程暫行大綱」的建議；以及三、對社政單位及家庭政策上的建議三大部分：
?一、對幼兒園實務現場的建議：?
（一）因應家庭型態變遷，應提升師資及教保服務人員的專業知能。?
（二）因應家庭型態變遷，應強化親職教育及家長協助。?
（三）因應家庭型態變遷，幼兒園應規劃適性且多元的課程及教學。?
（四）因應家庭型態變遷，幼兒園宜多角經營且規劃提供多元的服務。
?二、對教育政策－新頒布之「幼兒園教保活動課程暫行大綱」的建議?
（一）新頒布之「幼兒園教保活動課程暫行大綱」在實施面宜強化幼兒園建立與社區、家庭夥伴關係之功能與角色。?
（二）積極落實「幼兒園教保活動課程暫行大綱」理念。?
三、對社政單位及家庭政策上的建議。?
（一）研擬並推動弱勢家庭協助方案，以健全弱勢家庭教育功能，進而改善弱勢家庭幼兒學習表現。?
（二）關注隔代教養家庭幼兒的學習動力與需求，適時提供輔導與協助。?
（三）提高「全國幼兒園幼生管理系統」資料登錄的完整性與準確性，以確實掌握各家庭型態幼兒的就學狀況，進而據以為相關政策或方案研擬的參考依據。
（四）落實國家發展計畫當中各項家庭相關政策，強化家庭功能的意義。?
（五）針對不同型態的家庭提供協助，首要任務是隔代教養家庭。?
（六）建置家庭資源中心或強化社區家庭教育中心，以提供多元家庭的需求及整合性的多元服務。?
（七）隨著家庭教育中心社區化的推展大量培訓家庭教育專業人員與志工，以順利推展親職教育。?
（八）深耕兩性教育，以提升父職參與。?
（九）擴大弱勢家庭的經濟支援。?
（十）政府宜詳加規劃托育服務與家庭照顧「二合一」的複合式方案。?

　　In Taiwan, the types of family become diverse more and more because of the society changes huge in decades. Generally, before preschool educators in Taiwan teach children, they try to understand children’s family background first. Educators refer the backgrounds to arrange the educational goals and to prepare teaching materials for their students. In the same way, the perspectives and values preschool educators hold for difference types of family will guide educators to interpret children’s behaviors and performances in certain ways, and effect children’s learning experience and contents moreover.?

　　There are five purposes in this research: First, to examine the effects of family structure types on young children’s learning outcomes. ?

　　Second, to inquire what perspectives and values preschool educators in different backgrounds consider when they face children and their families from various types of family. ?

　　Third, to investigate parental expectation, parenting styles, and parental roles of parents with young children under social changes.

　　Fourth, to review and analyze the expectations on curriculum and instruction from low-fertility family, dual-income family, new immigrants, intergenerational child-rearing family and single-parent?

　　Finally, to investigate impact of the preschool operation based on the changes of domestic family patterns.?

　　The conclusions of this study are as follows:?
1. There are about 20% children in the preschool who come from new immigrant?
families, grand-parenting families or single-parent families.?
2. From the perspectives of preschool educators and parents, children’s learning outcomes are different due to the primary caregiver rather than the different types of family.?
3. As a whole, learning outcomes of children from dual-income family is often higher than children from other families, but learning outcomes of children from grand-parenting family is weaker than that of other types of families.?
4. Preschool educators hold the most positive perspectives and values in double-income families, and then decease regressively in new inhabitants’ families, single-parent families and skip-generation families in turn.?
5. In different family types, preschool educators appear different perspectives and values in three aspects—family status, parent-child relationship, and children’s performance. ?
6. Preschool educators in different seniority and institutions perform different perspectives and values between 4 family types.?
7. Preschool educators consider that to maintain healthy family function is the main factor of effecting children’s performance.?
8. Parents from all focal types of family have similar expectation on children’s “development and independence”; and skip-generation family and new immigrant family have higher expectation on “achievement” than other family types.?
9. To double-income family and single-parent family, “The child wants to learn” is the major concern when arranging extracurricular activities; while skip- generation family and new immigrant family set priority on “It helps in future academic learning”. An interesting finding which is contrary to general impression is that, “First runner wins” and “Showing off talents is an honor” are both not on parents’ list.?
10. Utilization of parenting strategy differs depending on family types; with skip- generation family and new immigrant family more “adult-centered”, and double- income family more “child-centered”.?
11. Parenting styles differ depending on family types. The parenting style of double-income family tends to be authoritative; ship-generation family and new immigrant family tend to be either permissive or authoritarian; and single-parent family also tends to be permissive.?
12. The practice and fulfillment of parental roles differ depending on family types; with double-income family scores the highest; ship-generation family the lowest; and traditional single-income family higher than skip-generation family only.?
13. Overall speaking, family type in itself alone is not a determinant factor contributing to the difference in parenting expectation, parenting styles or parental roles.?
14. The need of primary caregivers with at least bachelor’s degree was higher than the primary caregivers with below high school degree in strengthening life education, improving the environments, and valuing the importance of home-school relationship.?
15. The demand of flexible services from primary caregivers of single parent families was higher than primary caregivers of double-income families and grandparent families.?
16. The need of cultivating for special talents of the new immigrant families was higher than double-income families.?