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題名 家園夥伴關係與家長參與成效之研究
A Study of Home­-Preschool Partnership and Parent Engagement Outcomes
作者 蔡佩君
Tsai, Pei-Chun
貢獻者 蔡雅筑改名蔡佩君
徐聯恩
Hsu, Lien An
蔡佩君
Tsai, Pei-Chun
關鍵詞 幼兒教育
家園夥伴關係
家長參與
幼兒園
Early childhood education
Home-preschool partnership
Parent engagement
Preschool
日期 2018
上傳時間 2-Feb-2018 11:41:19 (UTC+8)
摘要 2011年Head Start辦公室基於四十餘年的幼教研究及家庭服務經驗，提出家長、家庭與社區參與架構(PFCE)，呼籲幼兒園與家長積極建立家園夥伴關係，期許經由家長參與來確保幼兒學習和發展，並提昇幼兒園品質、促進幼兒就學準備度。因此，本研究旨在探究：(1)國內學前家長參與之樣貌；(2)釐清影響國內學前家長參與之因素；(3)探討國內學前家長參與之成效；(4)整合優質家園夥伴關係之實務。本研究使用個案研究方法，以口碑推薦之立意取樣方式，從雙北市取得六間家園夥伴關係標竿幼兒園為研究對象，分別訪談園長、教師及家長，經彙整
     訪談內容，並與文獻資料相對應後，進行分析與討論。
     
     主要研究結果為：
     一、幼兒園家長參與樣貌：(1)園長、教師及家長對家長參與皆抱持正向認知，但也有所戒懼。(2)家長參與樣貌可分為四個階段，前兩階段幼兒園擔心家長干擾園務或加重教師負擔，對家長參與仍有所保留；後兩階段幼兒園的家長參與則涵蓋活動、行政、教學、決策與在家教育之全面參與。
     
     二、家長參與對家長產生之成效：(1)可分為親子關係、親職省悟、社會支持、自我精進等四個面向，隨著家長參與階段之進階，各面向皆有所進展。(2)家長參與成效產生之歷程，可分為發現、驚奇、理解、認同、投入。
     
     三、影響家長參與之因素，包括園長準備(建立願景與目標、凝聚成員共識)、教師準備(專業成長與自覺、鼓勵並規劃多元家長參與方式)，以及家長準備(認識家長參與、支持幼兒園作為)。
     
     四、促進優質家園夥伴關係之作為有兩類：(1)奠定基礎作為：包括園長自覺、教師自覺、教師專業發展，與持續改善機制；(2)具體關係作為：包括友善參與環境(含社區關係經營)、親師共同教學與學習，與家長參與文化。
     
      本研究建議，幼兒園循序漸進推動家園夥伴關係；家長認識家長參與觀念與內涵，成為良好教育夥伴；師培單位培養職前教師具備家園夥伴關係及家長參與相關知能；教育行政機關樹立標竿典範、推廣家園夥伴關係。而家園夥伴關係評量工具之發展、家長成效與幼兒成效關係之探討、家庭社會資本與家長參與之研究，以及社區文化對家園夥伴關係形成之影響，都是未來的研究方向。
Based on more than 40 years of experience in preschool education and family service, Head Start Office announced Parent, Family and Community Engagement (PFCE) Framework in 2011. It urged that preschools and parents actively establish a home-preschool partnership to promote young children’s school readiness and enhance the quality of preschools. Therefore, the purposes of this study were: (1)to investigate the current situation of parent engagement in early childhood education; (2)to clarify the reasons that affected parent engagement in early childhood education; (3)to explore parent engagement outcomes in early childhood education; (4)to integrate the practices of quality home­preschool partnership. Researcher used the qualitative case study to select six standard preschools of home-preschool partnership through word-of-mouth recommendations from Taipei City and New Taipei City, then interviewed with the principals, teachers and parents. After data were collected from the interviews and corresponded with the literature review, the analysis and discussion will be conducted.
     
     The major results of this study were as follows:
     1.Parent engagement in the preschools showed: (1)The principals, teachers and parents had a positive cognition of parent engagement, but were also wary. (2)Parent engagement could be divided into four phases. The first two phases of preschools were concerned that parents might interfere with preschool operation or aggravate teachers’ workload, so they still had some reservations about parent engagement. In the latter two phases of preschools, parent engagement contained the full participation of activities, teaching, administration and home education.
     2.(1)The positive effects of parent engagement on parents could be divided into four aspects: parent-child relationship, parent education, social support and self-improvement. As the engagement phase progresses, parents will get promoted in all aspects. (2)For production process of parent engagement outcomes, the sequence could be ordered to discovery, surprise, understanding, affirmation, engagement.
     3.Factors that affected the parent engagement included principal preparation (building a vision and goal, converging member consensus), teacher preparation (professional growth and self-awareness, encouraging and planning of multiple parent engagement), and parent preparation (recognizing parent engagement and support for preschool).
     
     4.There were two parts of promoting quality home-preschool partnership. (1)Foundations: the principal and teacher awareness, teacher professional development, continuous improvement mechanism. (2)Impact areas: a friendly environment (including preschool-community relationship management), parent-teacher teaching and learning together, a strong culture of parent engagement.
     
      This study suggested that preschools should promote home-preschool partnership step by step. Parents should understand the concepts and connotations of parent engagement, then became a good education partner. Teacher education units should train pre-service teachers with home-preschool partnership and parent engagement related knowledge. The educational administrative authorities should set a benchmark for promoting home-preschool partnership. Moreover, future studies could be directed toward the development of home-preschool partnership assessment tool, a study of the relationship between parent engagement outcomes and child outcomes, a research on family social capital and parent engagement, and the effect of community culture on the formation of home-preschool partnership.
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描述 碩士
國立政治大學
幼兒教育所
104157005
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104157005
資料類型 thesis
dc.contributor 蔡雅筑改名蔡佩君-
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.advisor Hsu, Lien Anen_US
dc.contributor.author (Authors) 蔡佩君zh_TW
dc.contributor.author (Authors) Tsai, Pei-Chunen_US
dc.creator (作者) 蔡佩君zh_TW
dc.creator (作者) Tsai, Pei-Chunen_US
dc.date (日期) 2018en_US
dc.date.accessioned 2-Feb-2018 11:41:19 (UTC+8)-
dc.date.available 2-Feb-2018 11:41:19 (UTC+8)-
dc.date.issued (上傳時間) 2-Feb-2018 11:41:19 (UTC+8)-
dc.identifier (Other Identifiers) G0104157005en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/115758-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育所zh_TW
dc.description (描述) 104157005zh_TW
dc.description.abstract (摘要) 2011年Head Start辦公室基於四十餘年的幼教研究及家庭服務經驗，提出家長、家庭與社區參與架構(PFCE)，呼籲幼兒園與家長積極建立家園夥伴關係，期許經由家長參與來確保幼兒學習和發展，並提昇幼兒園品質、促進幼兒就學準備度。因此，本研究旨在探究：(1)國內學前家長參與之樣貌；(2)釐清影響國內學前家長參與之因素；(3)探討國內學前家長參與之成效；(4)整合優質家園夥伴關係之實務。本研究使用個案研究方法，以口碑推薦之立意取樣方式，從雙北市取得六間家園夥伴關係標竿幼兒園為研究對象，分別訪談園長、教師及家長，經彙整
     訪談內容，並與文獻資料相對應後，進行分析與討論。
     
     主要研究結果為：
     一、幼兒園家長參與樣貌：(1)園長、教師及家長對家長參與皆抱持正向認知，但也有所戒懼。(2)家長參與樣貌可分為四個階段，前兩階段幼兒園擔心家長干擾園務或加重教師負擔，對家長參與仍有所保留；後兩階段幼兒園的家長參與則涵蓋活動、行政、教學、決策與在家教育之全面參與。
     
     二、家長參與對家長產生之成效：(1)可分為親子關係、親職省悟、社會支持、自我精進等四個面向，隨著家長參與階段之進階，各面向皆有所進展。(2)家長參與成效產生之歷程，可分為發現、驚奇、理解、認同、投入。
     
     三、影響家長參與之因素，包括園長準備(建立願景與目標、凝聚成員共識)、教師準備(專業成長與自覺、鼓勵並規劃多元家長參與方式)，以及家長準備(認識家長參與、支持幼兒園作為)。
     
     四、促進優質家園夥伴關係之作為有兩類：(1)奠定基礎作為：包括園長自覺、教師自覺、教師專業發展，與持續改善機制；(2)具體關係作為：包括友善參與環境(含社區關係經營)、親師共同教學與學習，與家長參與文化。
     
      本研究建議，幼兒園循序漸進推動家園夥伴關係；家長認識家長參與觀念與內涵，成為良好教育夥伴；師培單位培養職前教師具備家園夥伴關係及家長參與相關知能；教育行政機關樹立標竿典範、推廣家園夥伴關係。而家園夥伴關係評量工具之發展、家長成效與幼兒成效關係之探討、家庭社會資本與家長參與之研究，以及社區文化對家園夥伴關係形成之影響，都是未來的研究方向。		zh_TW
dc.description.abstract (摘要) Based on more than 40 years of experience in preschool education and family service, Head Start Office announced Parent, Family and Community Engagement (PFCE) Framework in 2011. It urged that preschools and parents actively establish a home-preschool partnership to promote young children’s school readiness and enhance the quality of preschools. Therefore, the purposes of this study were: (1)to investigate the current situation of parent engagement in early childhood education; (2)to clarify the reasons that affected parent engagement in early childhood education; (3)to explore parent engagement outcomes in early childhood education; (4)to integrate the practices of quality home­preschool partnership. Researcher used the qualitative case study to select six standard preschools of home-preschool partnership through word-of-mouth recommendations from Taipei City and New Taipei City, then interviewed with the principals, teachers and parents. After data were collected from the interviews and corresponded with the literature review, the analysis and discussion will be conducted.
     
     The major results of this study were as follows:
     1.Parent engagement in the preschools showed: (1)The principals, teachers and parents had a positive cognition of parent engagement, but were also wary. (2)Parent engagement could be divided into four phases. The first two phases of preschools were concerned that parents might interfere with preschool operation or aggravate teachers’ workload, so they still had some reservations about parent engagement. In the latter two phases of preschools, parent engagement contained the full participation of activities, teaching, administration and home education.
     2.(1)The positive effects of parent engagement on parents could be divided into four aspects: parent-child relationship, parent education, social support and self-improvement. As the engagement phase progresses, parents will get promoted in all aspects. (2)For production process of parent engagement outcomes, the sequence could be ordered to discovery, surprise, understanding, affirmation, engagement.
     3.Factors that affected the parent engagement included principal preparation (building a vision and goal, converging member consensus), teacher preparation (professional growth and self-awareness, encouraging and planning of multiple parent engagement), and parent preparation (recognizing parent engagement and support for preschool).
     
     4.There were two parts of promoting quality home-preschool partnership. (1)Foundations: the principal and teacher awareness, teacher professional development, continuous improvement mechanism. (2)Impact areas: a friendly environment (including preschool-community relationship management), parent-teacher teaching and learning together, a strong culture of parent engagement.
     
      This study suggested that preschools should promote home-preschool partnership step by step. Parents should understand the concepts and connotations of parent engagement, then became a good education partner. Teacher education units should train pre-service teachers with home-preschool partnership and parent engagement related knowledge. The educational administrative authorities should set a benchmark for promoting home-preschool partnership. Moreover, future studies could be directed toward the development of home-preschool partnership assessment tool, a study of the relationship between parent engagement outcomes and child outcomes, a research on family social capital and parent engagement, and the effect of community culture on the formation of home-preschool partnership.		en_US
dc.description.tableofcontents 中文摘要................................................I
     英文摘要...............................................II
     目錄...................................................IV
     表目錄.................................................VI
     圖目錄................................................VII
     第一章 緒論
      第一節 研究動機.......................................1
      第二節 研究目的與待答問題...............................3
      第三節 重要名詞釋義....................................4
      第四節 研究範圍與限制..................................6
     
     第二章 文獻探討
      第一節 家園夥伴關係之脈絡與學理.........................7
      第二節 家園夥伴關係之概念與演進........................29
      第三節 學前家長參與之相關研究..........................37
     
     第三章 研究方法
      第一節 研究流程.......................................52
      第二節 研究類型.......................................54
      第三節 研究對象.......................................57
      第四節 研究工具.......................................60
      第五節 資料處理與分析..................................61
      第六節 研究倫理.......................................66
      第七節 實施程序.......................................67
     
     第四章 研究分析與發現
      第一節 幼兒園背景介紹和家長參與樣態....................68
      第二節 家長參與成效.................................123
      第三節 家園夥伴關係之幼兒園實務.......................153
     
     第五章 結論與建議
      第一節 結論........................................196
      第二節 建議........................................201
     
     參考文獻
      中文部分...........................................204
      英文部分...........................................209
     
     附錄
      附錄一 家園夥伴關係與家長參與成效 訪談大綱(園方版)......215
      附錄二 家園夥伴關係與家長參與成效 訪談大綱(家長版)......216
      附錄三 受訪者基本資料表(園方版) .....................217
      附錄四 受訪者基本資料表(家長版)......................218
      附錄五 幼兒園同意書.................................219
      附錄六 受訪者同意書.................................220		zh_TW
dc.format.extent 4988599 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104157005en_US
dc.subject (關鍵詞) 幼兒教育zh_TW
dc.subject (關鍵詞) 家園夥伴關係zh_TW
dc.subject (關鍵詞) 家長參與zh_TW
dc.subject (關鍵詞) 幼兒園zh_TW
dc.subject (關鍵詞) Early childhood educationen_US
dc.subject (關鍵詞) Home-preschool partnershipen_US
dc.subject (關鍵詞) Parent engagementen_US
dc.subject (關鍵詞) Preschoolen_US
dc.title (題名) 家園夥伴關係與家長參與成效之研究zh_TW
dc.title (題名) A Study of Home­-Preschool Partnership and Parent Engagement Outcomesen_US
dc.type (資料類型) thesisen_US
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