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Formål: Å undersøke foreldreerfaringer med tjenester fra Habiliteringstjenesten for barn i Nord-Trøndelag, Norge. Metode: Det ble gjort en deskriptiv tverrsnittsundersøkelse blant foreldre, hvis barn fikk tjenester fra avdelingen i en periode på et år. MPOC-20 NO, et spørreskjema spesielt utviklet for målgruppen og oversatt til norsk, ble brukt. Det inneholder fem faktorer: dyktiggjøring og parterskap, generell informasjon, spesifikk informasjon, helhetlige og koordinerte tjenester og respektfull og støttende omsorg. Det er 3-5 spørsmål innen hver faktor. Resultater: Svarprosenten ble 54,4% og foreldre til barn med større funksjonsvansker var overrepresentert blant svarene. Resultatene bør derfor tolkes med forsiktighet. Resultatene viste at gjennomsnittskår på generell informasjon var lavere enn på de andre faktorene. Gjennomsnittsskår i Nord-Trøndelag var lavere enn resultater fra Canada, men lik resultater fra Uppsala, Sverige. Foreldre til barn under 6 år hadde bedre erfaringer enn foreldre med eldre barn. Foreldre til barn med mindre funksjonsvansker ga bedre tilbakemeldinger. Foreldre under 36 år og mødre hadde bedre erfaringer enn eldre foreldre og fedre. Foreldre som bodde mindre enn 11 dager/mnd sammen med barnet hadde lavere tilfredshet. Å ha en individuell plan og/eller koordinator utgjorde en positiv forskjell på informasjonsområdet, men ikke på de andre faktorene. Konklusjon: Svarene viste at visse områder og kvaliteter ved avdelingens tjenester burde videreutvikles og noen grupper av foreldre burde få et tjenestetilbud bedre tilpasset deres behov. Det bør vurderes andre metoder for rekruttering til spørreundersøkelse og innhenting av svar fra målgruppen for å sikre høyere svarprosent. / Aim: To explore experiences with professional services among parents of disabled children in contact with Childrens Habilitation Department in Nord-Trøndelag, Norway. Method: A descriptive cross-sectional survey among parents, who’s children received services from the Childrens Habilitation Department during one year, was done. MPOC-20 NO, a questionnaire developed for this target group and translated into norwegian, was used. It consists of five factors: enabling/partnership, general information, spesific information, co-ordinated/comprehensive care and respectful/supportive care. Each factor consists of 3 – 5 questions. Results: The respons rate was 54,5%, parents of children with severe disabilities were overrepresented. Thus the results should be interpreted with care. The mean score on general information was lower than on other factors. The mean scores in Nord-Trøndelag was generally lower than in Canada, but about the same as results from Uppsala, Sweden. Parents of children under 6 years had better experiences than parents with older children. Parents with children with minor disabilities were more satisfied than others. Parents under 36 years and mothers had better experiences than older parents and fathers. Parents living together with their child less than 11 days/month were less satisfied than others. Having a key worker and/or an individual service plan made a positive difference on information factors, but not on the other factors. Conclusion: The answers showed that certain areas and qualities of the departments service should be better developed and some groups of parents should get a service delivery more fitted to their needs. Other methods should be considered to recruite parents and collect anwers to ensure a higher response rate. / <p>ISBN 978-91-85721-37-5</p>

本研究旨在探討幼兒家長對幼兒的學習期望與如何確認期望達成之歷程。因過去的相關文獻以量化調查研究為主，缺乏質性觀點；又過去多以消費者行為模式探討選擇幼兒園的決策行為，但不能深入了解家長選擇這些因素背後的想法。因此本研究以質性訪談的方式，探究家長對幼兒的教育期望、對幼兒園的課程期望與這些期望如何被達成或期望是否改變的歷程，試圖建構家長在選擇幼兒園與對幼兒期望之間的關係。 研究設計上，先就過去文獻之研究進行整理與分析，提出尚未被探究及可深入探究的議題，蒐集相關資料而擬定訪談大綱，針對台北市公私立幼兒園大班家長進行深入訪談，公私立幼兒園各兩所共計十四位家長。 本研究結論可歸納為下列五點： 一、教育期望:公私立家長對幼兒學習的教育期望主要皆為生活自理、人際互動、品格個性與認知學習等等；而在認知學習上公私立幼兒園家長看法不同。 二、課程期望:公私立家長對幼兒學習的課程期望都會先要求教學方式，再要求與教育期望相關的課程內容，其中，私立家長進而要求認知方面的課程；此外，公私立家長都會期望園所在音樂或工作等美感領域課程上進行多元化或才藝教學。 三、期望確認:公私立家長都會將選擇幼兒園前的期望與選擇後的經驗做確認，確認方式以觀察幼兒在學校或家庭中的行為表現為主，而參與園所活動也是家長了解課程的一種方式。四、滿意度:樣本家長對幼兒園滿意度高，滿意的項目集中在課程與師資上；而期望確認及其歸因推論影響滿意度。五、期望改變:公立幼兒園家長對幼兒的課程期望會因園所特色而改變，並隨著上小學的時間拉進，公私立家長皆會增加與銜接小學相關的新期望。 根據研究結論，本研究對幼兒園提出以下建議，做為增進幼兒園品質參考： 一、幼兒園需要了解家長的期望，跟著家長一起做確認，幫助教師與園所看見家長觀點進而反思與成長。二、建立園所教學特色並努力發展，成為有深度的課程。 三、教師應幫助家長用更多的方式來確認學習，以客觀的資料去補充主觀的觀察結果。四、教師應讓家長看見教學的多元化，用不同的方式讓家長了解音樂或美術等方面的課程是包含在原本的課程規劃中；教師也應加強美感領域課程的專業能力。 / The purpose of this study is to inquire parent's perspective of early children’s learning expectation and outcomes confirmation. There are many quantitative studies about this process, while few are conducted qualitatively. In the past few years, most research focus on how to make a decision to choose kindergartens by consumer’s decision behavior. But we can’t understand what the real reasons of the parents’ decision. This study explores the parents’ educational expectations on early children in a qualitative way, including curriculum expectations and how these expectations will be achieved or changed, attempt to construct the relationship between the choice of kindergartens and child learning expectations. In this research, we review prior studies and purpose issues that has not yet been explored and can be in-depth inquired, gathering relevant information and arranging the interview outline for the Taipei public and private kindergarten parents, a total of fourteen parents in two public and two private kindergartens. The conclusions of this study can be summarized as the following five points: First, educational expectations: public and private kindergarten parents have different views on the cognitive learning. Second, the curriculum expectations: In addition to the curriculum related to educational expectations, parents would expect the music or arts-type learning, they hope kindergarten provide the field of diversified curriculum or skills and talent teaching. Third, expectation confirmation: parents really do expect confirmation, confirm the performance of the main way to observe the behavior of children in school or at home, and participate in kindergarten activities also the way of parents to confirm the curriculum. Forth, satisfaction: parents kindergarten satisfaction is high, satisfactory project focused on curriculum and teacher; expect recognition and attributed inference affect satisfaction. Fifth, the expectations change: the curriculum expectations of public kindergarten parents will change with kindergarten’s features, and parents would increase the new expectations related to the convergence Primary.