過去研究發現，學前教育是幼兒最重要的學習階段，因此早期語言能力與社會情緒發展良好的幼兒，對於未來的語言發展及社會生活適應有著深遠影響；然而，究竟哪些因素會影響幼兒的語言能力與社會情緒，則是本研究所關注的焦點。基於此，本研究以36月齡（3歲）的學前幼兒資料為研究樣本，納入「家庭社經地位」、「親子共讀」與「親子互動」等變項，擬建構一個影響3歲學前幼兒語言能力與社會情緒的理論模式。分析方法係以結構方程模式（SEM）進行統計分析，以實際所得資料進行模式驗證，並加以釐清家庭社經地位、親子共讀與親子互動等變項對於3歲學前幼兒語言能力與社會情緒之影響機制。研究結果發現：整體模式所獲得的適配度顯示模式可被接受。其次，親子共讀與親子互動對語言能力及社會情緒具有直接且正向影響，但家庭社經地位對幼兒社會情緒會產生直接的負向影響。再者，在中介效果檢定上，家庭社經地位會透過親子共讀與親子互動間接正向影響語言能力與社會情緒。最後，再經由對3歲學前幼兒的實證分析與資料結果，針對研究發現進行討論與建議，其研究結果也有助於吾人對當前臺灣學前教育政策之適切性做更深入的檢討。

Past studies have found that preschool education is the most important stage of learning for children. Therefore, children with well-developed early language ability and social-emotional competence have a profound impact on their future language development and social life adaptation. However, what factors will affect language ability and social-emotional competence of children are the focus of this research. Based on this, the study intends to take the data of 36-month-old (3 years old) preschooler as the research sample, and incorporate variables such as "family socioeconomic status", "parent-child joint book reading" and "parent-child interaction" to construct a theoretical model that affects language ability and social-emotional competence of the 3-year-preschooler, the analysis method is statistical analysis with structural equation modeling (SEM), and model verification with actual data, and to clarify the influence mechanism of family social and economic status, parent-child joint book reading and parent-child interaction on language ability and social-emotional competence of the 3-year-preschooler. The results of the study found that the model was displayed acceptably through the fit obtained by the overall model. Secondly, parent-child joint book reading and parent-child interaction have a direct and positive impact on language ability and social-emotional competence, but family socioeconomic status has a direct negative impact on the social-emotional competence of the children. Furthermore, in the test of mediating effect, family socioeconomic status will indirectly positively affect language ability and social emotion through parent-child joint book reading and parent-child interaction. Finally, through empirical analysis and data results of the 3-year-preschooler, the researcher discusses and makes recommendations on the findings, the results also help us make a more in-depth review of the appropriateness of the current Taiwan preschool education policy.

社會情緒 ； 家庭因素 ； 語言能力 ； 學前幼兒

family factors ； language ability ； preschooler ； social-emotional competence