學齡前兒童性侵害預防中教保人員之角色可以是教育者、辨識者(評量者)、諮詢者、通報者、情緒支持，甚至是預防教材之設計者。本研究採用社會調查法，以分層取樣方式抽取646位教保人員，探討其對學齡前兒童性侵害指標之認知和增強性侵害辨識之觀點。檢證二個主要研究假設：(1)教保人員對學齡前兒童性侵害指標之認知，會因個人基本特性而有顯著差異；(2)對教保人員增強辨識兒童性侵害方法之認知，會因個人基本特性而有顯著差異。此研究發現：園所內是否有兒童性侵害相關教材，對教保人員在學齡前兒童性侵害生理指標之認知會有所不同。此外，教保人員從事幼兒教育的年資，尤以16年年資以上者，對整體學齡前兒童性侵害指標、生理指標、情緒指標、行為指標之認知最高，且對於增強性侵害辨識能力的認知也是最高。其對增強兒童性侵害的辨識能力之看法，依其年齡而有所差異，尤其是年齡層愈高者的認知愈高。也發現：整體性侵害指標之認知和增強辨識能力的看法之間呈現正相關，且三個次指標（生理指標、情緒指標、行為指標）和增強辨識能力的看法間，也都互為正相關。根據上述研究發現，和當前的理論與實證研究深入討論，並提出未來研究、實務和政策之具體建議。

Preschool teachers can play crucial roles in the prevention of child sexual abuse (CSA), such as educating children about CSA, identifying CSA, providing information to investigators, providing emotional support, and participating in program design. Little attention has been paid to the recognition of CSA among preschool teachers. This study examined how preschool teachers perceive the indicators of CSA and how the teachers developed awareness of CSA. A social survey method was adopted, and surveys were sent to 646 preschool teachers selected by stratified random sampling. The response rate was 82.3% (532 respondents). Having educational materials about CSA was found to be significantly correlated with awareness of the indicators of CSA, including emotional, behavioral, and physical indicators. Age of the teachers was found to be significantly related to knowledge of the indicators of CSA. Teaching experience in early childhood education of more than 16 years was found to be significantly correlated with knowledge of the indicators of CSA, as well as the recognition of CSA indicators. Age differences and teaching experience of preschool teachers should be considered in future research.