本研究從幼兒園之教保服務人員的觀點出發，探討單親家庭幼兒的家長參與、幼兒的同儕人際關係及幼兒的學習表現。本研究採取質性研究法進行，以半結構式的訪談法為主，邀請符合研究條件之教保服務人員參與訪談。研究結果顯示影響單親幼兒的家長參與的正向因素有：（1）家長重視子女的學習表現；（2）家長重視幼兒的感受；（3）教保服務人員主動邀請家長參與；（4）家長較願意參加不需耗費太多心思的活動。負向因素有：（1）家長工作作息與幼兒園不一致；（2）家長與子女互動少；（3）家長會因為與教保人員的性別而有所區別；（4）家長過度依賴隔代教養；（5）家長對幼兒的期待過低。另外，單親幼兒的同儕人際互動主要是受到個人與行為特質影響，興單親事實無涉。最後，影響單親幼兒學習表現良好的因素有：具有強烈的好奇心、細心觀察、認真聽講以及家長參與學習；學習表現低落的原因則為缺乏學習的環境、學習對象以及學習動機等因素。本研究據此結果加以討論，並對幼兒園、教保人員和家長提出相關建議。
This study was aimed to explore parents' involvement, peer relationship and achievement of children of single-parent. The study, a qualitative research, has been mainly conducted by the interview method. Five preschool educators who have more than 10 years of experiences were the interviewees. The conclusions are listed as below: The single parents were not able to participate in children's education at home and school affairs because of personal factors. Single-parenthood did not affect the single-parent preschoolers' peer relationship. However the personal characters do have impacts on the developments of interaction. Single-parent children's academic performance were basically based upon personal learning attitudes, adults' guides, environmental preparation and role modeling. The study suggests that we can enhance children's academic performance by providing the children with friendly learning environment and encouraging parents' involvement in education.
