國家教育研究院

　　本研究旨在探討不同家庭型態的幼兒家長之教養觀點、經驗及其差異，並統整歸納家庭型態變遷趨勢對幼兒家長教養子女的影響。

一、研究目的：
（一）瞭解不同家庭型態（雙薪、新住民、隔代教養、單親）的幼兒家長在教養期望、教養態度與親職角色的觀點與經驗。
（二）分析比較不同型態家庭（雙薪、新住民、隔代教養、單親）的幼兒家長在教養期望、教養態度與親職角色的差異。
（三）統整歸納家庭型態變遷趨勢對幼兒家長教養子女的影響。

二、研究方法：
（一）生態系統理論、親職教養理論與相關研究之文獻分析。
（二）不同家庭型態家長之個別訪談與焦點團體座談。
（三）針對不同家庭型態家長之問卷調查與訪查。

三、主要研究發現：
（一）所有家庭型態家長對幼兒的「正向發展與獨立」有一致性的期待，至於「成就期望」則是隔代與新住民家庭較高。
（二）雙薪及單親家庭父母為孩子安排課外學習時是以「孩子主動要學習」為優先考量；隔代及新住民家長的主要考量則是「對孩子未來學業有幫助」。而「不希望孩子輸在起跑點」及「孩子展現才藝是種榮譽」皆非父母安排孩子課外學習的考量，與一般印象相反。
（三）家長送孩子上幼兒園的目的依家庭型態而有所不同。雙薪家庭以「學習人際互動能力」為主要目的；隔代、單親、新住民家庭則是「學習生活自理」。
（四）各類家庭型態家長對體罰的態度大致相同，多數贊同適當的體罰，但同時也認為體罰是下策。
（五）家長的教養策略考量依家庭型態而有所不同。隔代與新住民家庭的教養策略傾向成人中心；雙薪家庭傾向以孩子為中心。
（六）家長的教養方式依家庭型態而有所不同。雙薪家庭的教養方式傾向恩威並施教養方式；隔代與新住民家庭可能同時傾向放任教養或威嚴教養二種方式；而單親家庭也較傾向放任教養方式。
（七）家長獎勵孩子的方式依家庭型態和家長教育程度而有所不同。
（八）家長管教孩子的方式依家庭型態和家長教育程度而有所不同。
（九）家長親職角色之踐行依家庭型態而有所不同。雙薪家庭父母的親職角色扮演最高；隔代教養家庭最低；而傳統單薪家庭僅高於隔代家庭。（十）「精神與體力負荷太重」是隔代家庭最大的親職困擾；其它的家庭型態則是「沒有足夠的時間照顧孩子」。
（十一）外系統與大系統對隔代、新住民與單親家庭親職教養的影響最大。
（十二）總括研究結果，家庭型態本身並非影響幼兒家長教養的決定性因素。

四、研究建議：
（一）對教保服務人員及幼兒園的建議
1. 破除才藝課程滿足家長教養需求之迷思，回歸幼兒教育本質提供適性課程。
2. 正視幼兒園親職教育功能，填補家長「在職親職教育」需求。
3. 針對班級家庭型態特性與需求，積極提升家長教養知能。
（二）對政府及社政單位的建議
1. 成立社區家庭教育中心，提供整合性的多元服務。
2. 大量培訓家庭教育專業人員與志工，以順利推展親職教育。
3. 深耕兩性教育，以提升父職參與。
4. 擴大弱勢家庭的經濟支援。

　　This study aims to investigate parental expectation, parenting styles, and parental roles of parents with young children under social changes. Focal types of family include double-income family, new immigrant family, skip-generation family, and single-parent family. Both quantitative and qualitative research methods are employed using questionnaires, in-depth interviews and focus-group interviews. Results from interviews of 92 parents and 2,723 questionnaires reveal significant difference in parental expectation, parenting styles and parental roles due to educational background of parents, the degree of urbanization, and changes in various ecological system surrounding the family. The main findings from the research are as the following:
1. Parents from all focal types of family have similar expectation on children’s “development and independence”; whereas skip-generation family and new immigrant family have higher expectation on “achievement” than other family types.
2. To double-income family and single-parent family, “The child wants to learn” is the major concern when arranging extracurricular activities; while skipgeneration 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.
3. The purpose of sending children for kindercare differs depending on family types. To double-income family, “Enhancing social skills” serves the purpose; and to skip-generation, new immigrant, or single-parent family, “Learning to take care of oneself” is the main goal.
4. Parents’ attitudes toward corporal punishment are similar, regardless of family types. And yet, while most parents give their consent, they also acknowledge corporal punishment as the least appropriate way of discipline.
5. Utilization of parenting strategy differs depending on family types; with skipgeneration family and new immigrant family more “adult-centered”, and double- income family more “child-centered”.
6. Parenting styles differ depending on family types. The parenting style of double-income family tends to be authoritative; skip-generation family and new immigrant family tend to be either permissive or authoritarian; and single-parent family also tends to be permissive.
7. The approaches of rewarding children are different depending on family types and educational background of parents.?
8. The approaches of discipline are different depending on family types and educational background of parents.
9. The practice and fulfillment of parental roles differ depending on family types; with double-income family scores the highest; skip-generation family the lowest; and traditional single-income family higher than skip-generation family only.
10. To skip-generation family, the greatest pressure associate with parenting comes from “mental and physical strength it costs”; to other types of family, “not having enough time” is the cause.
11. Exosystem and macrosystem have greater impact on the parenting of skipgeneration family, new immigrant family, and single-parent family.
12. Overall speaking, family type in itself alone is not a determinant factor contributing to the difference in parental expectation, parenting styles or parental roles.

　　The study proposes the following suggestions to educarer and preschool:
1. Cast away “talent course myth”; provide developmentally appropriate programs which fulfill parental concern.
2. Value parent education; fill in the gap for parents’ need for parental “job training”.
3. Orchestrate tailored parent education activities which meet various needs of parents from different types of family.?

　　The following suggestions are to government as well as welfare department:
1. Establish community parent education center which provides integrated service.
2. Equip and train professionals and volunteers to advance parent education.
3. Cultivate gender education from young to promote higher fraternal involvement in future generation.
4. Increase financial support for families in need.
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