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 can enhance children’s academic performance by providing the children with friendlylearning environment and encouraging parents’ involvement in education.