本研究係探討「幼托整合」政策之制度推行至今，理念與實施現況之落差，對教保服務人員在職場上的分工及工作上的自我認同產生何種影響？本研究訪談新北市的三所附幼以及三所公立獨立幼兒園之15位教保服務人員，針對工作職務劃分與工作認同兩大面向進行分析。研究結果顯示：一、因承襲過去採輪流帶班的方式，因此教師和教保員也輪流同樣的工作；二、實務上教育和保育確實難以區分；三、無論是附幼或者獨立幼兒園的教保服務人員都無意劃分工作；四、新制度同時影響著幼教師與教保員的工作認同。由於工作範圍不明確，保育工作不獲得肯定，所以教保員難以對自己的身分和工作產生認同。

In order to clarify critical issues after implementation of the “Integration of Kindergartens and Nursery Schools” (IKNS), this study interviewed 15 preschool educators in 6 public preschools in the New Taipei City, with questions about their work practices and work-identities. The differences between ideal and reality, as well as the influences of IKNS on preschool educators in terms of division of work and self-recognition on the job, are the issues of interest in this study. The analysis reveals: 1. Adopting the traditional ways of taking shifts on class management, the teachers and educare givers are taking turns doing the same thing at work; 2. It is difficult to differentiate education from educare in the practices; 3. Neither preschool teachers and educare givers in affiliated preschools nor those in independent preschools intend to establish a division of labor between them; 4. The work identity of all kinds of educarers, either preschool teachers or educare givers, are affected by IKNS. Because of undefined work content and the lower salary and status in the childcare institution, the educare givers are hard to construct a positive identity toward their job.