本研究旨在探討中部地區幼兒園家長教育期望及其大班幼兒幼小銜接入學準備度的現況與差異情形，進而瞭解兩者之關連。本研究採用問卷調查法，以自編之調查問卷為研究工具，採分層隨機抽樣的方式抽取中部地區1,080位幼兒園大班幼兒為對象，回收1,021份，有效樣本數為963份。本研究之主要發現如下：一、中部地區幼兒園家長教育期望及大班幼兒入學準備度在中上程度，幼兒家長的教育期望以「認知與學習」最高，其大班幼兒的入學準備度也以「認知與學習」面向最佳。二、中部地區幼兒園大班幼兒父母親的年齡及家庭收入不同，對幼兒在身體動作與健康、認知與學習、語言與溝通、人際與社會，以及情緒等之期望也不同。三、中部地區幼兒園大班幼兒之性別、就讀幼兒園時間、區域，以及主要照顧者等背景不同，則幼兒在身體動作與健康、認知與學習、語言與溝通、人際與社會與情緒等入學準備度部份達顯著差異。四、中部地區幼兒園大班幼兒家長的教育期望與幼兒入學準備度存有中度正相關。

The purposes of this study were (a) to investigate the bridge-school readiness of five-to-six-year-old children in Middle Taiwan during their transition from preschool to elementary school as well as their parent’s educational expectation, and (b) Depending upon various background variables of the five-to-six-year-old children and their parents, the focuses of this study included the discrepancy and relevancy of their school readiness and educational expectation. The methodology was primarily a questionnaire survey, which was designed by this researcher and conducted on 1,080 five-to-six-year-old children in Middle Taiwan by using stratified random sampling. In total, 1,021 copies were returned; among them, 963 copies were valid. The findings were as follows: (1) In Middle Taiwan, the level of both the bridge-school readiness of the five-to-six-year-old children, and their parent’s educational expectation were above average degree. Of all aspects of the children’s readiness, "cognition and learning" had the highest score; the "cognition and learning" aspect under the category of parents' educational expectation also reached the highest points. (2) Based on the differences of their “father’s age,” “mother’s age,” and “family’s monthly total income,” the parents of the five-to-six-year-old in the region showed statistical significances with respect to the category of parents’ educational expectation in terms of “physical motions and health,” “cognition and learning,” “language and communication,” “interpersonal relationship and society,” “emotion,” and “overall scale.” (3) Based on the differences of childern’s “gender” , “the time they have studied in the preschool” , “the location of their preschool” and “their custodian,” the children in the region showed statistical significances with respect to school readiness in terms of “physical motions and health,” “cognition and learning,” “language and communication,” “interpersonal relationship and society,” “emotion,” and “overall scale.” (4) There was a moderate degree of correlation between the “parents’ educational expectation” and “the school readiness of their children”.