本研究目的在探討父母教養信念與參與幼兒學習之間關係，以McGillicuddy- De Lisi與Sigel(1995)所提的交替概念探討之，主因為文化與社會都將會影響父母與幼兒互動的關係及父母的認知。研究採問卷調查法，以台中縣159 位學前幼兒父母為受試樣本，問卷信度Cronbach α值為0.9234。經統計分析，研究結論如下：（一）在教養信念方面：1.不同教育程度的父母對幼兒所持的教養信念未達顯著差異。2.不同年齡的父母對幼兒所持的教養信念未達顯著差異。
（二）在參與幼兒學習方面：1.不同教育程度的父母在參與幼兒的學習上未達顯著差異。2.不同年齡的父母在參與幼兒的學習上未達顯著差異。（三）父母教養信念與參與其學習活動之相關：父母教養信念與參與其學習活動之間呈現高度正相關。但問卷兩個向度中的構面之間的相關卻沒有呈現高度相關，僅有低度至中度的相關。研究結果發現，父母在教養信念與參與幼兒學習不同構面之間並非完全屬於高度相關，呼應了McGillicuddy-De Lisi 與Sigel(1995) 所提的交替概念，父母的獨特認知與行為會受到交替與互動的影響。最後，根據前述研究結果，提供教師以及父母，分別在教學運用上以加強推動親職教育和給予父母參與肯定提出建議；並針對未來研究可行方向予以建議，以供其做參考。

The purpose of the research is to explore the relationship between parenting beliefs and parents’ participation in early childhood. The researcher would like to know if there’ s any difference in parents’ educational degree and parents’ age on parenting beliefs and parents’
participations. The approach of the research is literature analysis and a questionnaire survey.The samples are 159 parents of the kindergarten in the Taizhong area. The conclusions of research are as follows:1. There were not significant differences between the education degree and age on parenting beliefs and their participation in children.2. There were high relationship between parenting beliefs and parents’s participation in early childhood.In the meanwhile, the researcher provided suggestions for private preschool teachers,parents, and future researchers.