National Academy for Educational Research

　　本研究旨在探究家庭型態對幼兒學習表現之影響，主要研究方法包括：次級分析、灰色理論、訪談及問卷調查。
綜合研究結果發現，歸納研究結論如下：
一、幼兒園中約有兩成的幼兒來自新住民家庭、隔代教養家庭或單親家庭。
二、從教保服務人員及家長的角度，不同型態家庭幼兒在幼兒園的表現確有些許的差異，然不將幼兒表現差異歸因於家庭型態，而認為是與主要照顧者更有關係。
三、整體而言，雙薪家庭幼兒的學習表現往往高於其他型態家庭幼兒，而隔代教養家庭幼兒的學習表現都較其他類型家庭幼兒的表現為弱。

　　The main purpose of this study is to examine the effects of family structure types on young children's learning outcomes. Research methods include secondary analysis, grey system theory, interviews, and questionnaires.

　　The conclusions of this study are as follows:
　　First, there are about 20% children in the preschool who come from new immigrant families, grand-parenting families or single-parent families.
　　Second, 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.
　　Third, 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.