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題名 幼兒就學準備度相關因素之研究
The factors influencing young children school readiness
作者 施玠羽
Shih, Chieh Yu
貢獻者 徐聯恩
施玠羽
Shih, Chieh Yu
關鍵詞 幼兒就學準備度
幼兒園品質
家長參與
父母社經地位
school readiness
educational quality
parents participation
socioeconomic status
日期 2006
上傳時間 17-九月-2009 14:47:26 (UTC+8)
摘要 本研究目的在於瞭解幼兒就學準備度之內涵，並以實證方式進行幼兒學前教育經驗、幼兒園品質、家庭背景、家長參與的現況瞭解，以及與幼兒就學準備度之間的差異情形、相關情形、預測情形。依隨機抽樣方式，以問卷調查進行兩階段實施，第一階段，抽取632位文山及萬華區小ㄧ學童為研究對象，進行幼兒就學準備度的施測，可用率為75.5%，共477位學童；第二階段根據學童分布的141家公私立幼兒園(幼稚園或托兒所)，進行幼兒園品質調查，可用率為51.8%，共計73家幼兒園。本研究採用量化方法，以SPSS 14.0套裝軟體進行分析，包括獨立樣本t考驗、卡方分配、單因子變異數分析、Scheff’e事後比較、皮爾森基差相關、多元逐步回歸等方式做資料的處理。
研究結果顯示：1、幼兒園屬性及類型對就學準備度有顯著差異，就讀私立幼兒園者其就學準備度高於就讀公立幼兒園者；就讀不同幼兒園類型的孩子其就學準備度有顯著差異。2、幼兒就讀幼兒園年數與學準備度呈現正相關。3、幼兒園品質與就學準備度的無顯著相關。4、家庭背景中的「每月收入」、「父母教育程度」、「父母職業類型」、「父母社經地位」皆與幼兒就學準備度有顯著差異。5、幼兒園與小學時期家長參與呈正相關，兩時期的家長參與與就學準備度也呈現正相關。6、「家庭每月收入」、「幼兒園時期家長參與」、「就讀幼兒園年數」對就學準備度達顯著預測性。
另外其他研究發現部分：1、幼兒園及小學時期家長參與度中偏高。2、幼兒就讀幼兒園類型與家庭環境及區域分佈有關，且家庭背景會影響幼兒園類型選擇。3、幼兒進入小學後就學準備度「學業成績」方面表現不錯，「生活適應」方面表現中等。4、家長參與和家庭背景因素呈現正相關，父母教育程度、職業、社經地位、家庭每月收入月高的家庭，家長的參與程度會越高。5、各類型的幼兒園其幼兒園品質有顯著差異。
本研究並根據研究結果提出建議，以提供家長、學校、政府機關以及未來研究者之參考。
The main purpose of this study is to understand the concept of school readiness, and examine the experience of early childhood education, the educational quality in ECE (early childhood education), the background of family, parents participate, and the relationships of these items. This study adopts literature analysis and questionnaire investigation to achieve the goal.
This study are 2 steps, the first step, 632 first grade elementary school students in Wenshan district and Wanhua district of Taipei City, and 477 samples were received, making the return rate of 75.5%. The second step, basing on 141 early childhood education centers the children attended in last year, and 73 samples were received, making the return rate of 51.8%. The sample results were analyzed by means, standard deviations, t-test, one-way ANOVA, Person’s product-moment correlation and stepwise multiple regression analysis.
Depending on the result, the conclusions are as fallows:
1. The children study in private center is better than in public. And the school readiness of children in different types childcare centers has obvious different.
2. The correlation analysis found that there is moderate positive relationship between “How long are children in childcare centers” and “early childhood school readiness”.
3. The correlation analysis found that there is no moderate relationship between “the educational quality in ECE” and “early childhood school readiness”.
4. There were significantly different perceptions towards school readiness to different background family.
5. The correlation analysis found that there is moderate positive relationship between parents participate in early childhood time and elementary school time. “The parents participate in two step” and early childhood school readiness” also show positive relationship.
6. The income of the family per month, the participation of parents in early childhood time and how long children in childcare centers are were appropriate indicators in predicting early childhood school readiness.
Otherwise, there are other researches results are discovered as follows:
1. The participation of parents in early childhood time and elementary school time are obviously high.
2. Family backgrounds can affect the choice of the type of the early childhood centers, and the type of the early childhood centers are concerned with family backgrounds and which areas they are in.
3. After children enter the elementary school, their school readiness in” study achievements “are good, and in “live hood adaption” show average.
4. There were moderate positive relationship between “the participation of parents” and “the factors of family backgrounds”, the higher level of education of their parents, their occupations, their position of social and economics and the income per month, the participation of parents show higher.
5. There were significantly different perceptions between types of early childhood centers and their qualities.
According to previous conclusions, the researcher proposes some suggestions for parents, school, administration and researchers in the future.
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描述 碩士
國立政治大學
幼兒教育所
94157003
95
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094157003
資料類型 thesis
dc.contributor.advisor 徐聯恩zh_TW
dc.contributor.author (作者) 施玠羽zh_TW
dc.contributor.author (作者) Shih, Chieh Yuen_US
dc.creator (作者) 施玠羽zh_TW
dc.creator (作者) Shih, Chieh Yuen_US
dc.date (日期) 2006en_US
dc.date.accessioned 17-九月-2009 14:47:26 (UTC+8)-
dc.date.available 17-九月-2009 14:47:26 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 14:47:26 (UTC+8)-
dc.identifier (其他 識別碼) G0094157003en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/32890-
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) 94157003zh_TW
dc.description (描述) 95zh_TW
dc.description.abstract (摘要) 本研究目的在於瞭解幼兒就學準備度之內涵，並以實證方式進行幼兒學前教育經驗、幼兒園品質、家庭背景、家長參與的現況瞭解，以及與幼兒就學準備度之間的差異情形、相關情形、預測情形。依隨機抽樣方式，以問卷調查進行兩階段實施，第一階段，抽取632位文山及萬華區小ㄧ學童為研究對象，進行幼兒就學準備度的施測，可用率為75.5%，共477位學童；第二階段根據學童分布的141家公私立幼兒園(幼稚園或托兒所)，進行幼兒園品質調查，可用率為51.8%，共計73家幼兒園。本研究採用量化方法，以SPSS 14.0套裝軟體進行分析，包括獨立樣本t考驗、卡方分配、單因子變異數分析、Scheff’e事後比較、皮爾森基差相關、多元逐步回歸等方式做資料的處理。
研究結果顯示：1、幼兒園屬性及類型對就學準備度有顯著差異，就讀私立幼兒園者其就學準備度高於就讀公立幼兒園者；就讀不同幼兒園類型的孩子其就學準備度有顯著差異。2、幼兒就讀幼兒園年數與學準備度呈現正相關。3、幼兒園品質與就學準備度的無顯著相關。4、家庭背景中的「每月收入」、「父母教育程度」、「父母職業類型」、「父母社經地位」皆與幼兒就學準備度有顯著差異。5、幼兒園與小學時期家長參與呈正相關，兩時期的家長參與與就學準備度也呈現正相關。6、「家庭每月收入」、「幼兒園時期家長參與」、「就讀幼兒園年數」對就學準備度達顯著預測性。
另外其他研究發現部分：1、幼兒園及小學時期家長參與度中偏高。2、幼兒就讀幼兒園類型與家庭環境及區域分佈有關，且家庭背景會影響幼兒園類型選擇。3、幼兒進入小學後就學準備度「學業成績」方面表現不錯，「生活適應」方面表現中等。4、家長參與和家庭背景因素呈現正相關，父母教育程度、職業、社經地位、家庭每月收入月高的家庭，家長的參與程度會越高。5、各類型的幼兒園其幼兒園品質有顯著差異。
本研究並根據研究結果提出建議，以提供家長、學校、政府機關以及未來研究者之參考。		zh_TW
dc.description.abstract (摘要) The main purpose of this study is to understand the concept of school readiness, and examine the experience of early childhood education, the educational quality in ECE (early childhood education), the background of family, parents participate, and the relationships of these items. This study adopts literature analysis and questionnaire investigation to achieve the goal.
This study are 2 steps, the first step, 632 first grade elementary school students in Wenshan district and Wanhua district of Taipei City, and 477 samples were received, making the return rate of 75.5%. The second step, basing on 141 early childhood education centers the children attended in last year, and 73 samples were received, making the return rate of 51.8%. The sample results were analyzed by means, standard deviations, t-test, one-way ANOVA, Person’s product-moment correlation and stepwise multiple regression analysis.
Depending on the result, the conclusions are as fallows:
1. The children study in private center is better than in public. And the school readiness of children in different types childcare centers has obvious different.
2. The correlation analysis found that there is moderate positive relationship between “How long are children in childcare centers” and “early childhood school readiness”.
3. The correlation analysis found that there is no moderate relationship between “the educational quality in ECE” and “early childhood school readiness”.
4. There were significantly different perceptions towards school readiness to different background family.
5. The correlation analysis found that there is moderate positive relationship between parents participate in early childhood time and elementary school time. “The parents participate in two step” and early childhood school readiness” also show positive relationship.
6. The income of the family per month, the participation of parents in early childhood time and how long children in childcare centers are were appropriate indicators in predicting early childhood school readiness.
Otherwise, there are other researches results are discovered as follows:
1. The participation of parents in early childhood time and elementary school time are obviously high.
2. Family backgrounds can affect the choice of the type of the early childhood centers, and the type of the early childhood centers are concerned with family backgrounds and which areas they are in.
3. After children enter the elementary school, their school readiness in” study achievements “are good, and in “live hood adaption” show average.
4. There were moderate positive relationship between “the participation of parents” and “the factors of family backgrounds”, the higher level of education of their parents, their occupations, their position of social and economics and the income per month, the participation of parents show higher.
5. There were significantly different perceptions between types of early childhood centers and their qualities.
According to previous conclusions, the researcher proposes some suggestions for parents, school, administration and researchers in the future.		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究背景與動機…………………………………………………1
第二節 研究目的與待答問題……………………………………………5
第三節 名詞釋義…………………………………………………………5
第四節 研究方法與步驟…………………………………………………7
第五節 研究範圍與限制…………………………………………………10

第二章 文獻探討
第一節 就學準備度………………………………………………………11
第二節 學前教育經驗與就學準備度……………………………………35
第三節 家庭準備度與家長參與…………………………………………45

第三章 研究設計與實施
第一節 研究方法…………………………………………………………59
第二節 研究架構…………………………………………………………62
第三節 研究假設…………………………………………………………63
第四節 研究對象…………………………………………………………65
第五節 研究工具…………………………………………………………71
第六節 資料處理與分析方法……………………………………………84

第四章 分析與討論
第一節 幼兒背景變項、家長參與、幼兒就學準備度現況分析 ……85
第二節 學前教育經驗與就學準備度之差異性……………………… 97
第三節 幼兒園品質與就學準備度 ………………………………… 100
第四節 家庭背景變項與就學準備度之差異性 …………………… 104
第五節 家長參與與幼兒就學準備度之相關 ……………………… 126
第六節 幼兒就學準備度的預測 …………………………………… 136
第七節 綜合討論 …………………………………………………… 141

第五章 結論與建議
第一節 結論 ……………………………………………………… 153
第二節 建議………………………………………………………… 159
參考文獻
中文部分………………………………………………………………164
英文部分………………………………………………………………167

附錄一：家長參與教育行為問卷、幼兒生活適應量表研究問卷………168
附錄二：幼稚園品質研究問卷……………………………………………172
附錄三: 小一時期家長參與問卷增刪表…………………………………175
附錄四: 社會情緒適應量表常模對照表…………………………………177

【表 次】

表2-1-1 幼兒成就測驗……………………………………………………21
表2-1-2 社會建構論之社區的評估的九個需求…………………………21
表2-1-3 評量就學準備度之測量工具整理………………………………22
表2-1-4 就學準備度相關研究……………………………………………27
表2-1-5 晚讀策略之贊成與爭議點………………………………………30
表2-2-1 美國與我國園所特徵……………………………………………35
表2-2-2 幼兒園品質的定義與測量………………………………………41
表2-2-3 幼兒園品質內容整理表…………………………………………42
表2-3-1 家庭環境定義列表………………………………………………45
表3-4-1 台北市文山區與萬華區公私立小學班級總數統計表…………66
表3-4-2公立小學抽樣數列 ………………………………………………67
表3-4-3小學部分 學校抽樣情形…………………………………………67
表3-4-4小一學童樣本回收率與可用率 …………………………………67
表3-4-5學童分布幼兒園統計 ……………………………………………68
表3-4-6幼兒園品質樣本回收率 …………………………………………68
表3-4-7幼兒背景變項摘要表 ……………………………………………69
表3-4-8幼兒家庭背景變項分析摘要表 …………………………………69
表3-5-1國內家長參與量表類型之比較 …………………………………71
表3-5-2幼兒園時期家長參與 因素分析摘要表…………………………76
表3-5-3小學時期家長參與 因素分析摘要表……………………………77
表3-5-4幼兒園時期家長參與之信度分析摘要表 ………………………79
表3-5-5小學時期家長參與信度分析摘要表 ……………………………79
表3-5-6幼兒園時期家長參與與原作者比較摘要表 ……………………80
表3-5-7小學時期家長參與與原作者比較 ………………………………81
表3-5-8幼兒園品質量表之構面與題項表 ………………………………81
表3-5-9幼兒園品質因素分析 ……………………………………………83
表4-1-1幼兒園屬性與類型摘要表……………………………………… 85
表4-1-2兩區域幼兒園數比例 ……………………………………………86
表4-1-3接受學前教育年數摘要表 ………………………………………87
表4-1-4 幼兒園類型與幼稚園年數交叉表 ………………………………87
表4-1-5家庭資源摘要表 …………………………………………………88
表4-1-6 兄弟姐妹數與排行交叉表……………………………………… 89
表4-1-7 父親教育程度與父親職業交叉表……………………………… 91
表4-1-8 母親教育程度與母親職業交叉表 ………………………………91
表4-1-9家長參與分析摘要表 ……………………………………………92
表4-1-10就學準備度摘要表………………………………………………94
表4-1-11國語與語文能力表現交叉表 ……………………………………97
表4-1-12數學與數學能力表現交叉表……………………………………97
表4-2-1幼兒園屬性〈公私立〉平均數、t考驗與分析摘要表…………97
表4-2-2幼兒園類型平均數、單因子變異數分析摘要表 ………………98
表4-2-3幼兒就讀年數與就學準備度之關係 ……………………………99
表4-3-1幼兒園品質與幼兒園類型平均數、單因子變異數分析摘要表…100
表4-3-2公私立幼兒園與就學準備度之關係 …………………………… 102
表4-3-3公立幼兒園與就學準備度之關係 ……………………………… 102
表4-3-4 私立幼兒園與就學準備度之關係……………………………… 103
表4-4-1每月家庭收入與就學準備度摘要表…………………………… 104
表4-4-2父母教育程度、職業類型、社經地位指數與就學準備度顯著性總整理………………………………………………………………………… 106
表4-4-3父親教育程度與就學準備度差異性摘要表…………………… 106
表4-4-4母親教育程度與幼兒就學準備度的差異情形………………… 109
表4-4-5 父親教育程度與母親教育程度交叉表 …………………………112
表4-4-6父親職業類型與幼兒就學準備度的差異情形摘要表 …………112
表4-4-7母親職業與幼兒就學準備度的差異情形摘要表 ………………115
表4-4-8 父親職業與母親職業交叉表 ………………………………… 117
表4-4-9父親社經地位與幼兒就學準備度差異情形摘要表 ……………118
表4-4-10母親社經地位與幼兒就學準備度差異性摘要表………………120
表4-4-11五等級父社經地位分級與五等級母社經地位分級交叉表……123
表4-4-12就讀幼兒園類型與家庭背景交叉表……………………………123
表4-5-1幼兒園時期與小學時期家長參與相關情形………………………126
表4-5-2幼兒園、小學時期的家長參與得分與就學準備度摘要表 ……127
表4-5-3幼兒園時期的家長參與與就學準備度的相關情形 ……………129
表4-5-4小學時期的家長參與與就學準備度的相關情形 ………………131
表4-5-5 幼兒園時期家長參與與家庭背景之關係 ………………………133
表4-5-6 小學時期家長參與與家庭背景之關係 …………………………134
表4-6-1 幼兒學前教育經驗、幼兒家庭背景對幼兒學準備度(智育成績)的
預測力摘要表 …………………………………………………………… 137
表4-6-2 幼兒學前教育經驗、幼兒家庭背景對幼兒學準備度(智育成績)
的預測力係數表 ………………………………………………………… 137
表4-6-3 幼兒學前教育經驗、幼兒家庭背景對幼兒學準備度(智育能力) 預測力摘要表……………………………………………………………… 138
表4-6-4 幼兒學前教育經驗、幼兒家庭背景對幼兒學準備度(智育能力)的
預測力係數表 …………………………………………………………… 138
表4-6-5 幼兒學前教育經驗、幼兒家庭背景對幼兒學準備度(社會情緒適
應)的預測力摘要表……………………………………………………… 139
表4-6-6 幼兒學前教育經驗、幼兒家庭背景對幼兒學準備度(社會情緒適
應)的預測力係數表……………………………………………………… 139

【圖 次】
圖1研究步驟………………………………………………………………………29
圖2-1美國由各州訂定入學(K年級)的年齡 ………………………………27
圖2-2影響幼教品質的範疇 ……………………………………………… 38
圖2-3 家長參與及就學準備度之概念模式 ……………………………… 48
圖3-1 本研究研究架構 …………………………………………………… 62		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094157003en_US
dc.subject (關鍵詞) 幼兒就學準備度zh_TW
dc.subject (關鍵詞) 幼兒園品質zh_TW
dc.subject (關鍵詞) 家長參與zh_TW
dc.subject (關鍵詞) 父母社經地位zh_TW
dc.subject (關鍵詞) school readinessen_US
dc.subject (關鍵詞) educational qualityen_US
dc.subject (關鍵詞) parents participationen_US
dc.subject (關鍵詞) socioeconomic statusen_US
dc.title (題名) 幼兒就學準備度相關因素之研究zh_TW
dc.title (題名) The factors influencing young children school readinessen_US
dc.type (資料類型) thesisen
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