本研究之目的在運用PRECEDE-PROCEED模式之教育與生態學評估過程，探討與預防幼兒跌落有關之素質因素、促進因素及增強因素與幼兒母親預防幼兒跌落行為間的關係，以提供未來有效協助母親預防家中幼兒跌落之參考。以分層隨機抽樣之方法，由台北市公立托兒所19所中抽出4所，以自編之結構式問卷針對幼兒母親進行問卷調查。所得資料以描述性統計、單因子變異數分析、皮爾森積差相關及多元迴歸等進行分析。重要結果如下：一、在素質因素方面，發現研究對象對幼兒發展知識之認知情形較佳、自覺嚴重性較強、自我效能較高，而自覺障礙性較低者，較會採行預防幼兒跌落之安全措施；在促進因素方面，預防幼兒跌落之資源及能力較高者，較會採行預防幼兒跌落之安全措施；在增強因素方面，重要他人之贊同度較高者，較會採行預防幼兒跌落之安全措施。進一步發現，幼兒發展知識、自覺障礙性及自我效能對於母親預防幼兒跌落行為較具影響力。二、研究對象有關預防幼兒跌落資訊之來源，主要為媒體及重要他人。三、在預防幼兒跌落之安全措施方面，使用防滑設備、居家地面保持清潔乾燥及幼兒床加裝空隙適當的床欄等項目，都有50％左右的研究對象未採行。四、家中幼兒有跌落經驗之母親，其自覺罹患性及自覺嚴重性皆低於無經驗者。五、職業等級較低、社經地位較低、家中幼兒曾發生跌落及住家建築為大廈之研究對象，其家中採行預防幼兒跌落之安全措施較少。根據研究之結果，建議教育內容可由幼兒發展知識、自覺障礙性及自我效能方面著手；行政方面可促使相關設備之普及與提供教保人員安全教育課程；研究方面則可擴大研究對象，進行教育介入研究。 The main purpose of this study is to explore its relationship among Predisposing factors, Reinforcing factors, Enabling factors and mothers’ preventive behavior about early childhood fall, on the basis of the educational and ecological assessment process of the PRECEDE - PROCEED model, for reference of assisting mothers to prevent early childhood fall at home effectively in the future. With stratified random sampling method, 4 of 19 public daycare centers in Taipei were chosen, to give questionnaire survey to mothers with early childhood by structured questionnaire formulated by the author. The data was analyzed by descriptive analysis, One-way ANOVA, Pearson’s product-moment correlation and multiple regression, and the major findings were concluded as follows: 1.In the respect of Predisposing factors, it is found that the research subjects with relatively better recognition about early childhood development knowledge, higher self-efficacy, higher perceived seriousness, and lower perceived barriers, have adopted relatively more safety measures for preventing early childhood fall. For Reinforcing factors, those with relatively higher resources and ability in preventing early childhood fall have adopted relatively more safety measures against early childhood fall. For Enabling factors, those who have relatively higher acknowledgement from important others have adopted relatively more safety measures against early childhood fall. It is found, furthermore, that early childhood development knowledge, perceived barriers and self-efficacy have relatively significant influence on the prevention of early childhood fall by mothers. 2.The information source concerning safety measures about early childhood fall for research subjects is mainly media and important others. 3.In terms of safety measures preventing early childhood fall, items such as using skidproof facilities, home floor maintaining cleanness and dryness, early childhood bed being added with bed defending bar at proper gaps etc., have not been adopted by around 50% of research subjects. 4.For mothers who have early childhood with falling experience, their perceived susceptibility and perceived seriousness are universally lower than these without this kind of experience. 5.Research subjects with relatively lower professional grade, social and economic level, early childhood having fallen before at home, and residence being building have adopted relatively less safety measures against early childhood fall at home. Based on research results, it is recommended that education content can start from early childhood development knowledge, perceived barriers and self-efficacy; for the administrational aspect, it can promote the popularization of related equipments and provide safety education courses to child’s kindergarten and day-care center teachers; and in the respect of research, research subjects can be expanded to carry out education intervention research.

The main purpose of this study is to explore its relationship among
Predisposing factors, Reinforcing factors, Enabling factors and mothers’
preventive behavior about early childhood fall, on the basis of the educational
and ecological assessment process of the PRECEDE - PROCEED model, for
reference of assisting mothers to prevent early childhood fall at home
effectively in the future.　With stratified random sampling method, 4 of 19
public daycare centers in Taipei were chosen, to give questionnaire survey to
mothers with early childhood by structured questionnaire formulated by the
author.　The data was analyzed by descriptive analysis, One-way ANOVA, Pearson
’s product-moment correlation and multiple regression, and the major findings
were concluded as follows:
1.In the respect of Predisposing factors, it is found that the research
subjects with relatively better recognition about early childhood development
knowledge, higher self-efficacy, higher perceived seriousness, and lower
perceived barriers, have adopted relatively more safety measures for
preventing early childhood fall. For Reinforcing factors, those with
relatively higher resources and ability in preventing early childhood fall
have adopted relatively more safety measures against early childhood fall. For
Enabling factors, those who have relatively higher acknowledgement from
important others have adopted relatively more safety measures against early
childhood fall. It is found, furthermore, that early childhood development
knowledge, perceived barriers and self-efficacy have relatively significant
influence on the prevention of early childhood fall by mothers.
2.The information source concerning safety measures about early childhood fall
for research subjects is mainly media and important others.
3.In terms of safety measures preventing early childhood fall, items such as
using skidproof facilities, home floor maintaining cleanness and dryness,
early childhood bed being added with bed defending bar at proper gaps etc.,
have not been adopted by around 50% of research subjects.
4.For mothers who have early childhood with falling experience, their
perceived susceptibility and perceived seriousness are universally lower than
these without this kind of experience.
5.Research subjects with relatively lower professional grade, social and
economic level, early childhood having fallen before at home, and residence
being building have adopted relatively less safety measures against early
childhood fall at home.
Based on research results, it is recommended that education content can start
from early childhood development knowledge, perceived barriers and self-
efficacy; for the administrational aspect, it can promote the popularization
of related equipments and provide safety education courses to child’s
kindergarten and day-care center teachers; and in the respect of research,
research subjects can be expanded to carry out education intervention research.

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