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.

Made available in DSpace on 2016-04-28T20:57:26Z (GMT). No. of bitstreams: 1 Maria Luiza Franco Nery Machado.pdf: 571758 bytes, checksum: 7a8cd268bf5af27a419c42b2a73d8f85 (MD5) Previous issue date: 2008-05-27 / This research aimed at investigating, through the education professionals point of view, how parents/guardian are participating at school, what professionals expect from this participation and which factors could damage or help its promotion. Two auxiliary canals at Public State Schools: Parent and Teacher Associations (PTAs) and School Councils were approached as they are in force and guaranteed by law. Fourteen subjects (directors, teachers and employees), from seven Elementary Schools - Cicle I, in Franca-SP, took part in the research. A questionnaire and an interview were used to collect data. Results showed that school professionals recognize the importance of parents/guardian at school, but they also recognize the difficulty to promote it. The study revealed that Parent and Teacher Associations (PTAs) and School Councils could not be firmed yet as effective auxiliary canals for the Education Institutions. On the contrary, the participants consider these canals as formal, bureaucratic spaces: the first, giving priority to the finance dimension, without any connection with the pedagogic dimension; the latter, it is showed through reports, have little performance in the everyday school life. About both Parent and Teacher Association (PTAs) and School Councils it was detected a lack of clearness on the part of the school professionals as for the aims, rights and owes that these canals point, discrediting, thus, the power of decision and participation on them, in the sight of improving education. On the other hand, it was observed a change, at least in the discourse, going towards the recognition that the school is not self-sufficient to take decisions and it needs the parents/guardian to achieve the goal of a school with better quality / O trabalho que aqui se apresenta teve como objetivo investigar, na visão dos profissionais da educação, como está acontecendo a participação dos pais/responsáveis na escola, que expectativas têm os profissionais sobre tal participação e quais os fatores que prejudicariam ou auxiliariam sua promoção. Foram focalizados dois canais auxiliares existentes no Sistema de Ensino Público do Estado de São Paulo: as Associações de Pais e Mestres (APMs) e os Conselhos de Escola, ambos em vigor nos dias atuais e garantidos por lei. Participaram do presente trabalho 14 sujeitos (entre diretores, professores e funcionários) pertencentes a sete escolas de Ciclo I do Ensino Fundamental do município de Franca SP. Para a coleta dos dados foram utilizados o questionário e a entrevista. Os resultados indicaram que os profissionais da escola reconhecem a importância da participação dos pais/responsáveis na instituição escolar, mas reconhecem, também, a dificuldade em promovê-la. Revelou-se que a APM e o Conselho de Escola ainda não conseguiram se firmar como canais auxiliares efetivos para a instituição escolar. Pelo contrário, os participantes percebem tais canais como espaços formais, burocráticos: o primeiro priorizando a dimensão financeira, sem que esta apresente ligação com a dimensão pedagógica; quanto ao segundo, evidencia-se, a partir dos depoimentos, a pouca atuação do mesmo no cotidiano escolar. Em relação aos dois APM e Conselho de Escola detecta-se a falta de clareza por parte dos profissionais da escola quanto às finalidades, direitos e deveres que esses canais apontam, desprestigiando o poder de decisão e participação nos mesmos com vistas à melhoria educacional. Em contrapartida, observa-se uma mudança, pelo menos no discurso, em direção ao reconhecimento de que a escola não é auto-suficiente para tomar as decisões e necessita dos pais/responsáveis para concretizar a meta de uma escola com maior qualidade