本研究以「幼兒就學準備度」的觀點，瞭解英國幼兒教育的學習與發展研究，包括幼兒基礎階段之背景（幼教政策與研究計畫）、幼兒基礎階段實施綱要、相關應用等。進而比較英國幼兒學習與發展評量表與我國五歲幼兒就學準備度評量表之內涵，同時採訪談法的方式，便利取樣選取公私立園所4所，共11位教師，使用「英國幼兒學習與發展評量表」及我國「五歲幼兒就學準備度評量表」評量班上1位幼兒，以瞭解現場教師對於兩評量表在使用上的差異，同時給予相關的回饋與建議。 研究結果如下： 壹、英國重要幼教政策及法案內容特色有三： 一、重視各項幼教政策間的連續性與穩定性。 二、政策制訂具有前瞻性。 三、明確規範各相關部門職責，保障並促進跨部門的協調合作。 貳、英國「幼兒基礎階段實施綱要」內容特色有四： 一、整合三份重要幼兒照顧方案。 二、具體明確的學習與發展架構。 三、配合「幼兒基礎階段教師實務指引」、「幼兒基礎階段評量表手冊」及「幼兒基礎階段之改變計畫」。 四、「英國幼兒學習與發展評量表」呼應幼兒就學準備度的觀點。 參、我國「五歲幼兒就學準備度評量表」與英國「幼兒學習與發展評量表」之行為指標比較。 一、 學習途徑：（一）英國評量表鼓勵幼兒運用各種表達方式與感官學習。（二）我國評量表鼓勵幼兒「說出」、「辨別」；英國評量表鼓勵「操作」。（三）我國評量表強調幼兒「嘗試」、「複述」；英國透過「閱讀故事」方式學習。 二、 行為指標敘述特色：（一）評量格式不同，英國評量表之幼兒發展層次 性較為明顯。（二）涵蓋廣度不同，英國評量表的涵蓋範圍較廣。（三）認知概念之應用性不同。 肆、現場教師對我國「五歲幼兒就學準備度評量表」與英國「幼兒學習與發展評量表」之評價。 一、「五歲幼兒就學準備度評量表」較有助於教師課程規劃。 二、「英國幼兒學習與發展評量表」較有利於親師溝通。 本研究並根據研究結果提出建議，以「他山之石，可以攻錯」的借鏡觀點，提供對未來台灣幼兒教育發展之建議及後續研究之參考。 / The main purpose of this study is to understand the concept of children’s school readiness, and the Learning and Development Requirements of the Early Years Foundation Stage in the UK. Include early childhood education and care policy, the effective provision of pre-school education (EPPE) project, statutory framework for the early years foundation stage, and achievement of children in the early years foundation stage profile. This study received to 11 teacher’s interview to understand the difference between the five-year-old children school readiness assessment and the EYFS profile assessment scales. And share any observations on children. Here are the results of this study: A. Early childhood education and care policy characteristics: 1. Continuous and stable. 2. Proactive. 3. Accountability and integration- locally, regionally and nationally. B. “Statutory framework for the early years foundation stage”characteristics: 1. The EYFS is founded on existing standards already used in all types of childcare. 2. The Learning and Development Requirements are specific. 3. Use “Practice Guidance for the Early Years Foundation Stage”, “Early Year Foundation Stage Profile Handbook”, “Making A Big Difference in the Early Years Foundation Stage”. 4. The EYFS profile assessment scales is related to the children’s school readiness. C. The learning way and characteristics are differences between the five-year-old children school readiness assessment and the EYFS profile assessment scales. D. There are differences meaning to teachers when they use the five-year-old children school readiness assessment and he EYFS profile assessment scales. 1. The five-year-old children school readiness assessment is good for teachers to plan an effective and appropriate curriculum that will meet all children’s needs. 2. The EYFS profile assessment scales can help teachers to communicate with parents.

本論文主要探究十九世紀德國著名教育家 Friedrich Wilhelm August Froebel (1782-1852) 教育思想中遊戲觀與其對現代遊戲教育與設計美學的影響。在 Froebel 的教育觀中，遊戲是啟發孩童學習與發展的核心，他主張遊戲不僅是生理表面上的一種必然現象，也是彙整經驗的自然法則與發展腦力的機會。對 Froebel 而言，遊戲更是人作為一個被創造的存在與展現創造力的核心本質。為發展與鼓勵孩童的自我活動，他創設幼兒園（Kindergarten），並遵循自然法則設計一系列遊戲恩物，將遊戲與教育結合，提供教養者引導孩童時的參考與方法。Froebel 強調家庭與女性的重要性，尤其是母親的角色；認為孩童是人類的胚芽，宜細心呵護培養。他從整體的觀點，也就是「統一體」（unity）的概念來看待孩童，認為孩童的生命與表現是一種完整的存在與象徵。人存在的使命與生命的最終目的，即是認識自己與萬物，認識萬物之間、萬物與自己的關係，以及不斷以創造性的形式彰顯人之內在神性。他將藝術作品與上帝在大自然的作品相比擬，認為人以創作藝術作品活現其精神，如同上帝創造自然一樣，相信藝術即是人內在生命的表現。此藝術與精神關聯的思想，不僅影響十九世紀後期世界各國的幼兒教育，也影響了二十世紀以來的設計教育與建築美學。 / This thesis is to study the theory of play by the 19th century famous German educator Friedrich Wilhelm August Froebel (1782-1852) and its influence in the modern education and art. In his theory, play is the engine that drives child’s learning and is the cornerstone of development. Froebel considered play not only the physiological nature, but also the natural law of gathering experiences and the opportunity of developing brain power. Play is even the core essence of man as a created being and nurturing creativities. He established Kindergarten to encourage children’s self-activity, designed a series of Play Gifts to provide educators means of educating as play. In his pedagogy, family and female, especially mother, caring and nurturing human offspring, are very important in education of man. Overall, he considered children’s life and appearance are signs of unity and existence. To understand self and things and the relationships between them, and to recreate continuously man’s inner self are the goals of man’s life. He considered man’s arts and God’s creations are equally representing each spirit, and believed arts are from man’s inner self just as nature is created by God. His view of connecting arts and inner self affected not only the early childhood education all over the world in late 19th century, but also the design education and the art of architecture from the 20th century onward.

以前如果你討厭你的工作，可能只有辭職或忍耐這兩種選擇，但是最近學者開始鼓吹第三條路：從事「工作塑造」，想辦法給你討厭的工作一個新樣子，讓你覺得工作其實也可以是一件很有意思的事情。 本研究的目的在於：(一)歸納幼兒園園長與教師工作塑造之樣貌；(二)探討幼兒園園長與教師工作塑造之歷程；(三)比較幼兒園園長與教師工作塑造之異同。本研究主要採取質性研究方法，從臺北市、新北市91~95年幼兒園教育評鑑績優名單中，立意取樣選取公、私立各25位園長和教師進行個別訪談，所有訪談錄音在轉換成逐字稿後，再以MAXQDA質性分析軟體進行資料的編碼分類。 本研究獲致之結論歸納如下： 一、幼教工作者的工作內涵多元，因此，其所從事的工作塑造樣貌非常豐富。 二、幼教工作者的工作塑造歷程，可分為：動機、學習歷程、工作疆界改變、挑戰、及調適行動五大部分。 三、幼兒園園長與教師所從事的工作塑造有許多異同處。 (一)相同處：由於園長與教師的背景與工作環境相似，在從事工作塑造的動機、學習歷程、改變的工作疆界、遭遇的挑戰、及採取的調適行動，皆有大範圍的重疊。 (二)相異處： 1.園長─工作疆界改變主要聚焦在全園園務上，然受限僵固的園所文化、害怕干擾他人，而減少從事工作塑造的頻率，故採取調適行動幫助自己創造更多的工作塑造機會。 2.教師─工作疆界改變主要聚焦在班級課程與教學上，然受限缺乏權力，而減少從事工作塑造的頻率，故採取調適行動幫助自己尋找更多支援以獲得工作塑造機會。 / Once upon a time, if you hated your job, maybe you only can choose to quit or to endure it. Recently, a group of researchers is trumpeting a third option：Doing “Job Crafting“ to make a new shape for your disagreeable job. Then, you will think that work is very interesting. This research aims to：(a) sum up the forms of Job Crafting at preschools；(b) probe into the course of Job Crafting at preschools；(c) compare the similarities and differences between principal and teacher at preschools. This study adopts qualitative research way in the main. We are in the light of “The list of outstanding performance educational evaluation in Taipei City and New Taipei City at 91 - 95” and using the purposeful sampling method to select each 25 of principal and teacher in public and private preschools to have an individual interview. And all the sound recordings are converting to verbatim recordings. Than we put data into the MAXQDA for coding and classification. Results show as follows: I. Due to principal and teacher at preschools has multiple contents of work, the forms of Job Crafting they engaged are rich. II. Principal and teacher at preschools have the same course of Job Crafting, including:motivation, learning, change of working boundary, challenge, and adaptive move. III. There are a lot of similarities and differences between principal and teacher at preschools, when they are engaged in the Job Crafting. A. The similarities：Due to principal and teacher at preschools has the same background and working environment, they have a lot of similarities on motivation, learning method, change of working boundaries, challenge, and adaptive move for Job Crafting. B. The differences： 1. Principals ─ The change of working boundaries is focused on affairs about program. They limited by the rigid culture of program and not encroaching on others. They take adaptive moves to create more opportunities of Job Crafting. 2. Teachers ─ The change of working boundaries is focused on affairs about curriculum and teaching. They limited by lacking formal power. They take adaptive moves to find support to get more opportunities of Job Crafting.

本研究旨在瞭解外籍母親家庭的概況、幼兒人口變項（性別、手足數及入學年數）、外籍母親背景變項（年齡、國籍及通曉中文程度）與外籍母親管教方式、幼兒生活適應的關係，以及外籍母親管教方式與幼兒生活適應的關係。本研究以生長在外籍母親家庭的幼兒90人為研究對象，採用母親管教方式量表、幼兒生活適應量表等研究工具，獲取所需資料，再以描述統計、t考驗、皮爾森積差相關、多元逐步迴歸分析等統計方法進行分析。 本研究之主要發現如下： 1.在外籍母親家庭中，不同人口變項（性別、手足數）的幼兒，感受到外籍母親採用的管教方式，並無顯著的差異。而入學2年的幼兒比入學1年的幼兒，感受到外籍母親採用較多的獎勵管教方式及處罰管教方式。 2.年齡31歲以上比30歲以下的外籍母親，採用較多的獎勵管教方式，至於處罰的管教方式則沒有顯著差異。大陸籍母親比東南亞地區母親採用較多的獎勵管教方式，至於處罰的管教方式則沒有顯著差異，而外籍母親通曉中文程度不同，採用管教方式沒有顯著差異。 3.在外籍母親家庭中，女幼兒生活適應較男幼兒好，而幼兒手足數、學年數的多少與其生活適應表現的優劣沒有顯著差異。 4.母親為大陸籍比母親為東南亞地區幼兒的生活適應較好，外籍母親中文程度良好的幼兒，生活適應皆優於外籍母親中文程度普通者。而不同年齡的外籍母親，與幼兒生活適應沒有顯著差異。 5.幼兒感受到外籍母親愈採用獎勵的管教方式時，其生活適應愈好，幼兒感受到外籍母親愈採用處罰的管教方式，其生活適應愈差。 6.中文程度普通的外籍母親，愈採用處罰管教方式，幼兒整體生活適應越差，中文程度良好的外籍母親，愈採用獎勵管教方式，幼兒的整體生活適應愈好。 7.對整體生活適應來說，外籍母親中文程度好壞及幼兒性別為預測幼兒生活適應的重要變項，預測力為24％。 　　最後，本研究根據研究結果進行討論，並提出數點建議，以供後續實務工作及研究參考。

本硏究旨在探討韓國幼兒敎育的演進與現況,並分析韓國幼兒敎育公共敎育的現狀與問題∘本硏究目的主要有三 : 一ᆞ探討韓國幼兒敎育的演進與現況 ; 二ᆞ分析韓國幼兒敎育公共敎育的現狀與問題 ; 三ᆞ提出具體建議∘ 本硏究基本採用文件分析的方法，這些文件包括幼兒敎育制度及各種相關硏究報告ᆞ學術論文ᆞ專著ᆞ統計ᆞ法令和政府機關的各種資料∘根據上述目的和方法，本硏究所探討內容如下：首先,將對幼兒敎育的槪念及其必要性ᆞ幼兒敎育公共敎育的槪念ᆞ近現代幼兒敎育的理論背景進行考察;其次，對韓國幼兒敎育的歷史變遷過程：傳統階段ᆞ發展階段ᆞ成長階段ᆞ發展和整頓階段ᆞ成熟階段等階段進行論述;其次,以幼兒敎育的社會背景ᆞ幼兒園的種類ᆞ設立與經營ᆞ敎師培訓ᆞ課程和相關法令爲中心，對韓國幼兒敎育的現狀進行論述;再次,論述外國幼兒敎育公共敎育的現狀ᆞ韓國幼兒敎育公共敎育的確立及其發展ᆞ韓國幼兒敎育公共敎育的財政狀況等等;最後,對硏究結果作槪略性的歸納和整理，同時提出六項具體建議 : 一ᆞ儘量擴大提供幼兒公共敎育的機會，以期實現普遍主義理念∘ 二ᆞ應保障公共敎育政策的連續性與平衡性，以期達成合理主義理念∘ 三ᆞ用全新的思考方式建構新的經營方式，以此實現變革和發展∘ 四ᆞ充實敎師培過程並强化培訓過程，以此提高敎師的專業性∘ 五ᆞ改善敎師待遇，以此吸收優秀人才ᆞ提高敎學水準∘ 六ᆞ推行課程和項目的標準化，以此使敎育質量有利於統一∘ / The theme of this study is historic transition, present situation and problem of early childhood education in Korea as well as the direction for future development. The three main objectives of this study are as follows : 1. To discuss the alteration and present situation of early childhood education in Korea. 2. To discuss the present status and problem of early childhood education to public one in Korea. 3. To present the direction for development of early childhood education to public one in Korea. This study basically adopts the method of literary analysis. Literatures comprise diverse reports, academic dissertation, specialized books, statistics, law and materials of government institutions related to early childhood education. The main contents of this study are as follows. First, it described the concept and importance of early childhood education, concept of early childhood education to public one and theoretic development process of modern early childhood education. Second, it discussed the transition of early childhood education in Korea by dividing it into traditional stage, initial development stage, growth stage, development and arrangement state and maturity stage. Third, it investigated the present situation of early childhood education in Korea in the aspect of educational institution, curriculum, cultivating teachers, related law and so on. Fourth, it described the present situation of early childhood education to public one in foreign countries and discussed development process and problem in early childhood education to public one in Korea. Finally, it presented the following suggestions by generalizing the above contents and drawing conclusion. 1. To maximize the opportunity of public education. 2. To maintain continuity of educational policy and to secure equilibrium between regions and classes. 3. To import new management method on the basis of fresh way of thinking. 4. To reinforce teacher cultivating course and re-education course. 5. To improve the treatment for teachers. 6. To propel the curriculum and standardization of educational items.

本研究旨在探討藝術心理課程對幼兒多元智能之成效探究。本研究以立意取樣選擇臺北市立雨農國小附設幼兒園進行研究，研究對象為56名年齡層滿五足歲至六歲之幼兒，研究設計採準實驗設計，將受試者隨機取樣至實驗組與控制組，實驗組接受為期五週的「藝術心理課程」。本研究所使用的資料處理與分析方法是以質量並行的方式進行，測驗工具採用葉玉珠（2005）所編製「幼兒多元智慧量表」，以量化資料分析為主，輔以質性資料包含教學觀察紀錄省思表、教師回饋表、家長回饋表、藝術心理課程之活動紀錄，作為質性分析之依據。 本研究結果如下：一、藝術心理課程能提升幼兒多元智能；二、幼兒在多元智能呈現大多為組合智能結構；三、幼兒的多元智能表現會隨著關係的熟悉度與團體氛圍增加；四、藝術心理課程之活動設計會引發幼兒多元智能的發展，引起興趣與學習；五、課程突發事件會成為幼兒人際與內省智能的專屬教材；六、幼兒經過教師提醒後能比過去短暫的時間內轉向正向行為。 本研究最後根據研究發現與結果，對教育各領域提出相關具體建議，本研究最終期盼，心理輔導與幼兒教育跨領域的發展課程，能對當今提出另一種教育面貌。

本研究旨在探討家長支持幼兒遊戲的想法與行為，並融入Ajzen於1985年發表的「計畫行為理論（Theory of Planned Behavior）」為研究架構，以問卷調查的方法，選擇臺北市與新北市的幼兒園學生家長作為研究對象，回收366份有效問卷後，將所得的問卷資料以SPSS 22.0進行統計分析，進而整理出本研究結論： 一、不同性別與社經地位的家長在支持幼兒遊戲的知覺行為控制中，具有交互作用。 二、家長支持幼兒遊戲的態度、主觀規範、知覺行為控制、行為意圖與實際行為等因素之間具有相關性。家長支持幼兒遊戲的態度、主觀規範、知覺行為控制，得以透過行為意圖，對實際行為產生間接影響，其中，知覺行為控制的影響力最為顯著；而行為意圖則能直接影響實際行為。 三、家長支持幼兒遊戲的態度、主觀規範、知覺行為控制、行為意圖對實際行為具有良好的預測力。 最後，根據研究結果向家長、政府、媒體、幼兒園與研究人員提出建議，期望對於幼兒遊戲的發展有所助益。

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.

教育改革近年來在世界各國蔚為風潮，而藉由市場的力量促進學校間彼此競爭是其中一項重要的理念，但促使教育市場化的結果，衍生出許多的爭議和問題。本研究以學校競爭、幼兒園品質、組織創新為主要變項，希望透過本研究來釐清三個變項間之關係，並瞭解學校競爭影響幼兒園品質、組織創新之情形。 本研究以台北市文山區和萬華區兩區立案之公私立幼兒園為實徵研究之對象，有效樣本共81份。並以描述統計、獨立樣本t考驗、單因子變異數分析及相關分析等方法來分析並驗證本研究所提出之各項假設。 本研究之主要發現如下： 一、本研究釐清學校競爭之概念內涵，並與幼兒園品質、組織創新作相關連結。 二、文山區和萬華區之幼兒園競爭程度分佈不均。 三、文山區之幼兒園競爭程度較萬華區高。 四、文山區和萬華區之幼兒園園長認為自身園所幼兒園品質之現況佳。 五、文山區和萬華區之幼兒園園長認為自身園所知識活動品質之現況尚待加強。 六、文山區和萬華區之幼兒園園長認為自身園所採用組織創新之現況佳。 七、學校競爭與服務品質呈中度正相關。 八、教學創新與行政創新呈中度正相關。 九、公立幼稚園採用行政創新比私立托兒所多。 最後研究者根據研究結論，就實務面和後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Educational reform has been a trend in western countries. School competition is one of the concept in market-oriented reforms. Yet, evidence on the actual benefits of market-oriented reforms is at best mixed. The purpose of the article is to integrative school competition and the relationship between ECE program quality and organizational innovation in kindergarten. A questionnaires survey are adopted for the study and were distributed to 153 kindergartens in Wenshan district and Wanhua district of Taipei City. The number of valid return rate was 54.2%. The data were analyzed with descriptive statistics, Person correlation, t-test, and ANOVA. The results were as follow: 1. This study investigated the concept of school competition, and linked up school competition with ECE program quality and organizational innovation. 2. This study revealed that the degree of competition between kindergartens was not equal. 3. This study showed that the competition in Wenshan district was higher than in Wanhua district. 4. This study indicated that ECE program quality was good in Wenshan district and Wanhua district. 5. This study showed that knowledge activity quality of kindergarten needed to strengthen in Wenshan and Wanhua district. 6. This study indicated that organizational innovation of kindergarten was good in Wenshan district and Wanhua district. 7. This study demonstrated a positive relationship between school competition and service quality. 8. This study showed a positive relationship between instruction innovation and administration innovation. 9.This study revealed that administration innovations in public school were adopted more than in private school. Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up research.

本研究旨在以回溯方式瞭解兒童過去的幼兒園經驗、家庭背景因素與兒童教育成就及其幼兒就學準備度之相關情形，並更進一步探討就學準備度對於目前學童在教育成就表現上的影響 本研究以問卷調查法進行研究，問卷調查樣本以立意取樣的方式選取臺北市文山區、萬華區與信義區之公立小學三年級兒童為研究對象，共387位，樣本回收162份，回收率為42%，可用樣本為133份，可用率為34%。研究工具主要分為三大部分，第一部分為瞭解兒童教育成就現況，分別使用兒童小三上學業成績與生活適應能力表現（自評問卷）做為替代指標；第二部份則以家長問卷的方式瞭解兒童個人與家庭背景現況；第三部份為蒐集兒童過去幼兒就學準備度的表現，使用兒童在小一上學期五個學習領域之成績做為替代指標。本研究所使用的統計方法包含描述性統計分析、交叉表（Crosstabs）與卡方檢定（Chi-square test）、皮爾森積差相關(Pearson’s product -moment correlation)、斯皮爾曼等級相關（Spearman's rank correlation）、t考驗（t- test）與多元階層迴歸分析(Multiple hierarchical regression analysis)方法進行分析。 根據分析結果歸納之結論如下： 一、過去就讀公私立幼兒園的兒童在教育成就表現上無顯著差異；二、就讀幼兒園年數與兒童教育成就無顯著相關；三、家庭社經地位與兒童學業成績有顯著正相關，與兒童生活適應能力則無顯著相關；四、小學時期家長參與與兒童教育無顯著相關情形，幼兒時期家長參與與兒童學業成績有顯著正相關，與兒童生活適應能力則無顯著相關；五、兒童教育成就與幼兒就學準備度有顯著正相關；六、「母親教育程度」、「幼兒就學準備度」與「生活適應能力」對兒童學業成績有顯著預測力，「學業成績」對兒童生活適應能力有顯著預測力；七、過去就讀公、私立幼兒園的兒童在幼兒就學準備度上無顯著差異；八、就讀幼兒園年數與幼兒就學準備度無顯著相關；九、家庭每月總收入與幼兒就學準備度有顯著正相關；十、幼兒時期家長參與與幼兒就學準備度有顯著正相關。 最後，本研究根據分析結果，俾供相關建議給家長、教育工作者、教育單位及未來欲從事相同主題之研究者。 / The main purpose of this study is to investigate children’s experience in kindergarten, their family’s background, educational achievements and school readiness by ex-post-factor research. This study tries to explore the relationship between children’s educational achievements and school readiness. By questionnaires investigation, researcher collects data from the third grade students in Wenshan, Wanhua, and Xinyi district in Taipei City. Out of 387 questionnaires handed out, 162 were returned, of which 29 were invalid or partially answered, resulting in a total of 133 effective surveys. There are three questionnaires in this study, including children’s educational achievements, parents’ socioeconomic background, and school readiness. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product -moment correlation, Spearman's rank correlation, t- test, and multiple hierarchical regression analysis. Based on the statistics analysis of the questionnaire, the results of this study are as follow: A. There is no significant difference towards children’s educational achievements between public and private kindergarten. B. There is no significant correlation between children’s school year in kindergarten and children’s educational achievements. C. There is a significant and positive correlation between parent’s socioeconomic status and children’s academic achievement. D. There is a significant and positive correlation between parents’ participation in early childhood and children’s academic achievement. E. There is a significant and positive correlation between children’s educational achievements and school readiness. F. Mother’s education level, school readiness, and the ability of life adaptation are appropriate indicators in predicting children’s academic achievement. G. Children’s academic achievement is an appropriate indicator in predicting children’s ability of life adaptation. H. There is no significant difference towards school readiness between public and private kindergarten. I. There is no significant correlation between children’s school year in kindergarten and school readiness. J. There is a significant and positive correlation between family’s income and school readiness. K. There is a significant and positive correlation between parents’ participation in early childhood and school readiness.