早期阅读是当前国际早期教育的重要课题。早期阅读的开展关键在于创设家园合作基础上的适宜性的早期阅读环境。本研究利用问卷调查法、访谈法和观察法，以北京市五所不同级别的幼儿园大班及其教师、家长为研究对象，试图了解对幼儿产生直接影响的幼儿园和家庭两个微观环境中的早期阅读环境的现状。研究结论包括：第一，大班幼儿的家长大多肯定早期阅读的价值，但对其没有正确的认识；家庭读物充足，但缺乏足够的亲子共读时间，家长也缺乏有效的指导策略。第二，幼儿园大班的图书配置在不同级类的幼儿园之间存在很大的差距，基本上都能够创设有意义的文字环境，阅读区活动指导普遍缺失，具体幼儿的自主阅读时间难以得到保证，早期阅读活动的指向多样化，开展频率不足，多数教师的早期阅读教育观模糊，早期阅读的师资培训是当务之急。第三，家园双方的早期阅读环境现状突显了在早期阅读方面家园合作的必要性，但家园合作普遍未建立有效的机制。

Early reading is one of the focal issues in the present international early childhood education. The key to carrying out early reading is to create a developmentally appropriate environment, on a basis of cooperation between kindergartens and families. In order to have to get an overall understanding of the status quo of the early reading environment at home and school, this research employs questionnaires, interviews and observation, targeting at the senior class in five kindergartens of various grades in Beijing. The final conclusions are as follows: First, most parents have acknowledged the value of early reading but haven’t form a right concept; reading materials at home are sufficient but there is a general lack in parent-child reading and efficient guiding methods; Second, there is a significant difference in the books in the classrooms. Most teachers have made a meaningful literal environment, but they as a whole haven’t provided adequate guidance and time for early reading. Early reading activities are aimed at different objectives but are insufficient in frequency. Most teachers have a vague concept of early reading. All this reveals the necessity of faculty training in this area. Third, most kindergartens and families haven’t established effective mechanism for cooperation.