父母作为学前儿童成长过程中的重要他人，对学前儿童的发展有着深刻、长远的影响。有效的母亲、父亲参与均可能促进学前儿童全面发展，为学前儿童入学准备乃至未来人生发展奠定基础。对母亲、父亲参与现状及其对学前儿童入学准备的影响进行实证考察，有助于了解母亲、父亲参与特点，厘清母亲、父亲参与与学前儿童入学准备的关系，以科学、有针对性地指导母亲、父亲参与子女教育，促进学前儿童做好入学准备。鉴于国内尚缺乏考察学前儿童父母参与的较为成熟的研究工具，本研究分别以学前儿童及其母亲、父亲为研究对象，在修订父母参与问卷（缩减版）的基础上，探讨母亲、父亲参与的现状，并考察母亲、父亲参与对学前儿童在语言、数学、认知、社会能力四方面入学准备的长期影响及教养效能在其中的作用机制。 为考察父母参与的现状及其对学前儿童入学准备的影响，本研究共包括三个系列研究。研究一，旨在为研究二、三修订成熟的研究工具；研究二，基于研究一中问卷修订成果分主体考察学前儿童父母双方参与情况；研究三，基于研究一、二进一步分主体考察父母参与对学前儿童入学准备的影响及教养效能在其中的作用机制。三个研究结果如下： 研究一，采用问卷法，以962名学前儿童的母亲和父亲为研究对象，对父母参与问卷（缩减版）进行修订。结果表明：（1）修订后的父母参与问卷（缩减版）包括家园沟通、在园参与、在家参与3个维度，依次包含7、6、7个项目，共20个项目。20个项目具有较好的区分度，各项目与问卷总分的相关在0.55~0.78之间。（2）探索性因素分析共提取3个因子，支持原问卷的维度划分；验证性因素分析表明，3因子模型拟合各项指标较好；以儿童的认知、社会能力为效标发现，各维度与效标显著正相关，相关系数在0.10~0.36之间。（3）信度分析表明，Cronbach’s α系数在0.88~0.94之间，分半信度在0.83~0.94之间，重测信度在0.38~0.59之间。修订后的父母参与问卷（缩减版）在母亲、父亲群体中均具有良好的信度和效度，可作为我国学前儿童父母参与情况的测量工具。 研究二，采用研究一中修订的父母参与问卷（缩减版），以438名学前儿童的母亲、父亲为研究对象考察学前儿童母亲、父亲参与现状与特点。结果表明：（1）母亲、父亲参与在各维度上得分及总分均高于理论中值；母亲、父亲在家参与得分最高，在园参与、家园沟通得分较低；母亲参与、父亲参与存在显著差异，在各维度及参与总分上母亲参与得分均显著高于父亲。（2）母亲家园沟通、母亲在园参与、父亲家园沟通、父亲在园参与在家庭收入上均存在显著差异，低收入家庭的母亲、父亲在家园沟通、在园参与两维度得分均显著高于一般收入家庭、高收入家庭的母亲、父亲；母亲家园沟通、父亲家园沟通在儿童年级上存在显著差异，大班母亲、父亲在在家园沟通维度得分显著低于小班、中班母亲、父亲。（3）父母参与可以分为四种类型：父母双高参与型（12.8%）、父母双低参与型（37.2%）、母高父低参与型（25.1%）、父高母低参与型（24.9%）；母亲参与、父亲参与均可以分为三种类型：高参与型（分别占24.9%、15.8%）、一般参与型（分别占37.4%、41.6%）、低参与型（分别占37.7.9%、42.7%）。 研究三，采用实验室测查、问卷法相结合的方式，以438名学前儿童及其母亲、父亲为研究对象，进行历时10个月的追踪研究，考察父母参与对学前儿童语言、数学、认知、社会能力四方面入学准备的长期影响及父母教养效能在其中的影响机制。 结果表明：（1）母亲参与、父亲参与与母亲教养效能、父亲教养效能各维度间显著正相关；母亲参与、父亲参与与学前儿童入学准备在部分维度显著正相关；母亲教养效能、父亲教养效能与学前儿童入学准备在部分维度显著正相关。（2）控制年级、父母参与（10个月后）后，母亲教养效能、父亲教养效能在母亲参与对学前儿童入学准备的长期影响（10个月后）中起完全中介作用，父亲教养效能在父亲参与对学前儿童入学准备的长期影响中起完全中介作用。 为促进学前儿童做好入学准备，父母应该主动、全面地参与子女教育，提高在家参与程度与参与质量，并增强家园协同意识，主动与幼儿园合作，全面参与子女教育。其次，父亲应该积极参与子女教育，发挥父亲参与对儿童发展的促进作用。再次，父母需要提高教养效能，增强养育信心，即使遇到育儿挑战时，也应该避免产生消极情绪，减少对学前儿童的消极影响。此外，为促进父母参与，幼儿园应该在政策的引领下科学指导父母参与，扩展父母参与的途径，增强指导父母参与的专业能力；社区也可以积极开展家庭教育指导，促进父母在家庭、幼儿园两个系统中积极参与子女教育，为父母参与提供便利条件。

As significant others in the process of preschool children's growth, parents have a profound and long-term impact on the development of preschool children. Effective maternal and paternal involvement may promote the full development of preschool children, laying the foundation for preschool children's school readiness and future development. An empirical study on maternal and paternal involvement and its impact on preschool children's school readiness would help to understand the characteristics of maternal and paternal involvement, and clarify the relationship between maternal/paternal involvement and preschool children's school readiness, in order to guide parents to involve preschool children's school readiness. In view of the lack of more mature research tools of parental involvement for preschool children in China, this study explored maternal and paternal involvement on the basis of the revised Family Involvement Questionnaire (Short-Form) and examined the long-term impact and the mediating effect of parenting efficacy between paternal involvement and school readiness of preschool children in terms of language, mathematics, cognition and social competence. To examine the characteristics of parental involvement and its impact on preschool children's school readiness, the study consists of three series of studies. The first study aims to revise and develop a mature research tool for the second and third studies. The second study investigates the parental involvement of preschool children based on the first study, and the third study further investigates the influence of parental involvement on preschool children's school readiness based on the first and second studies. The three findings are as follows: In the first study, Family Involvement Questionnaire (Short-Form) was revised with 962 mothers and fathers of preschool children. The results showed that: (1) The revised Family Involvement Questionnaire (Short-Form) included home-school conferencing, school-based involvement and home-based involvement, including 7, 6, and 7 items respectively, for a total of 20 items. The 20 items had a good degree of discrimination, and the correlation between each project and the total score was between 0.55 and 0.78. (2) Exploratory factor analysis extracted 3 factors to support the dimension division of the original questionnaire; confirmatory factor analysis showed that the model fit well; taking children's cognition and social ability as the calibration, three dimensions and calibrations were significant and the correlation coefficient was between 0.10~0.36. (3) Reliability analysis showed that the Cronbach's α coefficient of the three dimensions was between 0.88 and 0.94, the split-half reliability was between 0.83 and 0.94, and the test-retest reliability was between 0.38 and 0.59. In the second study, the Family Involvement Questionnaire (Short-Form) revised in Study 1 was used to examine the status and characteristics of parental involvement with 438 preschool children's mothers and fathers. The results showed that: (1) The scores and total scores of maternal and paternal involvement in each dimension were higher than the theoretical median value; mothers and fathers had the highest scores at home-based involvement, and had lower scores at school-based involvement and home-school conferencing; maternal and paternal involvement were significant differences, and maternal involvement scores were significantly higher in all dimensions and total scores than paternal involvement. (2) There were significant differences in family income between the maternal and paternal home-school conferencing and school-based involvement. Mothers and fathers of low-income families scored significantly higher in home-school conferencing and school-based involvement than those of general income families and high-income families. There were significant differences in grade level between maternal and paternal home-school conferencing. The scores of mothers and fathers in home-school conferencing were significantly lower than those of mothers and fathers in small class and middle class. (3) Parental involvement can be divided into four types: high parental involvement (12.8%), low parent involvement (37.2%), high maternal and low paternal involvement (25.1%), high paternal and low maternal involvement ( 24.9%); maternal and paternal involvement can be divided into three types: high involvement (24.9%, 15.8%, respectively), general involvement (37.4%, 41.6%, respectively), and low involvement (37.7%, 42.7%, respectively). In the third study, a combination of laboratory tests and questionnaires was used to study 438 preschool children, their mothers and fathers. A 10-month follow-up study was conducted to examine the long-term impact and the mediating effect of parenting efficacy between paternal involvement and school readiness. The results showed that: (1) There was a significant positive correlation between maternal involvement, paternal involvement and maternal parenting efficacy, and paternal parental efficacy. Maternal involvement, paternal involvement and preschool children's school readiness were significantly positively correlated in some dimensions; maternal parental efficacy, paternal parental efficacy and preschool children's school readiness were also significantly positively correlated in some dimensions. (2) After controlling the grade level and parental involvement (after 10 months), the maternal parental efficacy and paternal parental efficacy played a full intermediary role in the long-term influence of maternal involvement on preschool children's school readiness (10 months later). Paternal parental efficacy played a full intermediary role in the long-term influence of paternal involvement on preschool children's school readiness. In order to promote preschool children's school readiness, both parents should actively and comprehensively participate in their children's education. Parents need to enhance the sense of home coordination, take the initiative to cooperate with kindergartens, and fully participate in children's education. Secondly, fathers should take an active part in their children's education and play their role in promoting children's development. Thirdly parents should improve their parental efficacy and enhance their parenting confidence. Even in the face of parenting challenges, they should avoid negative emotions and reduce the negative impact on preschool children. In addition, in order to promote parental involvement, kindergartens should scientifically guide parents to participate under the guidance of policies, expand the channels of parental involvement, and enhance the professional ability to guide parental involvement. The community can also actively carry out family education guidance and promote parental involvement in the family and kindergarten.