東南亞外籍與大陸配偶子女課後托育服務之調查

The Survey About After-School Care for the Children of Southeast Asian or Chinese Spouses

劉美伶(Mei-Ling Liu)

指導教授 ： 蘇秀枝

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2010年)

摘要

本研究旨在了解東南亞外籍與大陸配偶子女參與課後托育之情形。研究目的有：一、描述東南亞外籍與大陸配偶子女參與課後托育機構之情形；二、描述與比較國小課後照顧班及校外安親班特色之差異；三、探討家庭、兒童因素與課後托育機構類型、特色之關係。

本研究使用問卷調查，研究對象為臺中縣大里市、太平市及霧峰鄉，共15所國民小學一至六年級東南亞外籍與大陸配偶子女的家長、校內課後照顧班老師及校外課後托育機構的老師。共發出家長問卷387份，有效家長問卷294份，回收率75.9%；發出課後托育教師問卷115份，有效教師問卷103份，回收率89.5%。研究工具有：一、家長填寫家庭基本狀況及關於孩童課後托育情形的問卷；二、校內與校外課後托育老師填寫個人基本資料及關於機構資料的問卷。統計分析方法包括描述性統計、卡方考驗、t-test及皮爾森積差相關。研究結果發現：
一、東南亞外籍與大陸配偶子女參加課後托育機構之情形
（一）東南亞外籍與大陸配偶子女參加課後托育的比例（68.0%）顯
著高於未參加的比例（32.0%）。
（二）東南亞外籍與大陸配偶子女參加校外安親班之學童比例
（64.5%）顯著高於參加校內課後照顧班之學童（35.5%）。
二、不同類型的課後托育機構特色
（一）校外安親班每星期上課天數、托育費用顯著高於校內課後照
顧班。
（二）校內課後照顧班班級學童數、生師比、教師年齡、接受專業
訓練比例、教師時薪、戶外活動時間顯著高於校外安親班。
（三）校外安親班教師每週工作時數顯著高於校內課後照顧班教
師。
三、家庭與課後托育機構類型、特色之關係
（一）父親目前沒有工作之學童參加課後托育之比例顯著高於父親
目前有工作之學童；家裡沒有母親之學童參加校內課後照顧
班之比例顯著高於母親目前有工作之學童。
（二）家庭總收入為貧窮之學童參加校內課後照顧班之比例顯著高
於校外安親班之學童。
（三）東南亞外籍配偶子女參加校內課後照顧班之比例顯著高於大
陸配偶子女。
（四）東南亞外籍配偶子女之課後托育機構教師總年資顯著高於大
陸配偶子女之課後托育機構教師。
（五）父親學歷國中畢業及以下者，其子女班級學童混齡制的比例
顯著高於父親學歷高中畢業及以上者；父親學歷高中畢業及
以上者，其子女課後托育機構教師每週工作時數、班級學童
數、午餐點心時間顯著高於父親學歷國中畢業及以下者。
（六）母親學歷國中畢業或以下者，其子女課後托育機構教師在該
機構年資顯著高於母親學歷高中畢業或以上者。
（七）母親沒有工作，其子女課後托育機構之教師時薪、戶外活動
時間、午餐點心時間顯著高於母親有工作。
（八）學童每週上課時數愈長、學童每週上課天數愈長、教師每週
工作數愈長、午餐點心時間愈長，托育費用愈高；學童年齡
愈小、教師年齡愈低、教師時薪愈低、班級學童數愈低，托
育費用愈高。
（九）家庭總收入愈多，其子女參加的課後托育機構班級學生數愈
少。
四、兒童因素與是否參與課後托育、課後托育機構類型、特色之關
係
（一）六年級學童沒有參加課後托育的比例顯著高於有參加課後托
育的比例。
（二）學童年齡愈大，每週上課時數愈短、每週上課天數愈短、自
由活動時間愈短、戶外活動時間愈短、午餐點心時間愈短、
午睡時間愈短、托育費用愈少。

本研究建議政府應加強校外安親班督導之責任，確保所提供的課後托育服務是高品質的；建議校內課後照顧班應降低生師比及班級學童數，校外安親班應加強教師專業訓練，以維護托育品質；建議課後托育機構課程內容應要多元化，滿足兒童的需求；建議家長在選擇托育機構時，應考量是否符合學童的發展。建議未來研究者可擴大研究範圍，並納入質性研究方法，了解兒童的想法、教師的想法與課後托育機構類型之關係，並探討兒童發展與課後托育機構特色之關係。

關鍵詞：東南亞外籍配偶、大陸配偶、課後照顧班、安親班

關鍵字

東南亞外籍配偶 ； 大陸配偶 ； 課後托育

並列摘要

This study is intended to understand the participation in after-school programs of children from Southeast Asian or Chinese spouses. There were three major objectives.

1. To describe participation in after-school programs of
children from families with a Southeast Asian or
Chinese spouse.
2. To describe and compare differences between after-
school programs inside and outside public elementary
schools.
3. To discuss the relations between family- and child-
factors associated with the types and characteristics
of after-schools programs.

This study used a survey method to collect data. Fifteen public elementary schools in Wufong, Dali, and Taiping in Taichung country were selected. Participants included children of Southeast Asian or Chinese spouses, their parents, and their teachers from after-school programs inside and outside public elementary schools. 387 questionnaires were sent to parents and 294 were returned, the valid return rate was 75.9%. 115 questionnaires were sent to program teachers, 103 were returned, the valid return rate was 89.5%. Research instruments included a questionnaire about family characteristics and after-school program participation completed by parents and a questionnaire about teacher and program characteristics completed by programs teachers. Descriptive statistics, Chi-square, t-test, and Pearson’s correlation were used to analyze data. Results indicated:
68% of children from families with a Southeast Asian or Chinese spouse attended after-school programs, 32% did not attend. Among children who attended programs, 64.5% attended private after-school program; 35.5% attended public after-school programs.

Children who attended private after-school programs spent more days and tuition than children in public after-school programs. Public after-school programs had more children in a class, higher student-teacher ratios, older teachers, more specialized education, higher hourly payment, less work hours, and more outdoor activity time than private programs.

Children whose father without a job were more likely to attend after-school programs than children whose father with a job. Children without a mother were more likely to attend public after school programs than children with a working mother. Children from poor families were more likely to attend public programs. Children of Southeast Asian spouses were more likely to attend public programs than children of Chinese children. Children of Southeast Asian spouses had program teachers with more years of work experiences than children of Chinese spouses. Children of mother with junior high school education or below had program teachers with more years of work experience in the program than children of mother with high school education and above. Children of mothers without a job had more hourly payment of program teachers, outdoor activity time, and lunch time than children of mothers with a working mother. Children who spent more time in programs, had more lunch time, and more working hours of program teachers paid more tuition. Younger children with younger program teachers, lower teacher hourly payment, fewer children in a class paid more tuition. Children with higher family incomes attended programs with smaller size.
Higher proportion of six-graders did not attend after-school programs. Older children spent less weekly hours, days, free time, outdoor activity time, lunch time, nap time; they also paid less tuition.

This study suggested government should take responsibility of supervising private after-school programs outside school to ensure their caregiving quality; public programs should reduce student-teacher ratio and class size; private programs should increase specialized education to maintain caregiving quality; program curriculum should be more diverse and meet children’s needs; parents should take children’s development into consideration in selecting programs. Future studies can expand research areas, include qualitative methods such as in-depth interviews to understand children’s and teachers’ perspectives in different types of programs, and examine the relations between child development and program characteristics.

Keywords: Southeast Asian spouses, Chinese spouses, after-school programs

並列關鍵字

Southeast Asian spouses ； Chinese spouses ； after-school programs

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