本研究以質性研究的方法，探索公、私立各一所幼稚園大班家長對幼兒學習的期望與信念。研究發現，家長對孩子的學習期望反映其對心目中理想幼稚園的界定與選擇上；幼稚園不同課程特質滿足了不同家長對幼兒學習的期望。雖然家長對幼稚園的選擇兼併多重因素之考量，父母的期望並非互斥，但私立焦點園的家長多數以讀寫算等學業技能的學習為主要期望，而公立焦點園的家長則較偏重幼兒人格及社會等面向的學習。研究顯示，家長的期望影響其對幼兒重要起跑點的詮釋與期許，對於社會潮流的壓力，家長反映了不同的應對態度，其中並不絕對與社經背景有關；個體的成長背景、教養經驗、社會網絡及傳統文化、社會環境等，對信念的形塑具有不同面向的影響力。有些父母的信念是一成不變，但有些人則是不斷修正。研究結果突顯學前教育的現象與策略需從社會脈絡去了解與切入。

This qualitative study explored parents' expectations for, and ideas about, their children's learning in two preschool programs in Taiwan. The results indicate that parents' expectations strongly influence how they define and choose the "ideal school" for their children. Different parents weigh similar factors differently in making decisions, according to their particular value systems. They react to societal pressures differently and develop different ideas about how to establish a good foundation for their children. While the majority of parents in our targeted private school focused more on academic skills, the others focused more on the learning of social skills and development of personality. While some of the participating parents' ideas and expectations remained static, others went through a process of change. Thus it is clear that many factors interplay to shape parents ideas, which socioeconomic status does not necessarily play an essential role. It is urged that phenomena and strategies related to early childhood education need to be understood and developed contextually.