本研究旨在探討幼兒園推動親子共讀之發展歷程，其內容包含對幼兒的影響、對家長的收穫、對幼兒園的蛻變，以及了解幼兒園推動親子共讀的侷限。其中，研究方法以個案研究法進行，並透過訪談、實地觀察和文件資料等方式來蒐集研究資料。研究顯示，受訪幼兒園透過讓愛書旅行、線上繪本花園推廣、故事志工團成立，以及結合園內例行性節慶活動等策略來增進園所的閱讀資源，並透過以上策略發現幼兒增加了識字能力、詞彙表達，以及圖像素養的提升；對家長的收穫方面則是學會善用多元策略與幼兒的共讀，情感更緊密連結；幼兒園的成長也頗豐碩，除了增進園所閱讀風氣外，因其教師教學思維轉變，在教學品質上也持續成長。不過，幼兒園親子共讀推動仍有些侷限，如資源共享難維護保管之責、成員流動率高、難穩定培訓、家長需提前預告、計畫費時耗力等問題。最後，本研究也對後續所欲在幼兒園推動親子閱讀的活動者提出些許建議，期盼對幼兒教保相關工作之推動有所幫助。

The purpose of this study was to examine the developmental process of promoting parent-child shared reading in preschools, including the impact on children, the gains for parents, the changes in the preschools themselves and the limits of such a program. The research involved a case study with data collected through interviews, field observation and analysis of relevant documents. Results showed that preschools have adopted various strategies to increase their reading resources, such as engaging children in book-loving journeys, online picture book promotion, voluntary storytelling groups, and organizing regular festive events on campus. Children’s participation in these activities was found to increase their literacy skill, vocabulary expression and visual literacy. At the same time, parents learned to use multiple methods to read together with their children, which allowed them to connect more closely with them on an emotional level. The outcome of promoting such programs in preschools has proved fruitful, in that in addition to shaping a suitable environment for reading on campus, the quality of teaching has also continued to improve due to a change in the teachers’ mindset. However, some limitations remain on promoting parent-child shared reading in preschools, including the difficulty of maintaining custodial responsibilities in resource sharing, the high turnover rate of members, the difficulty of providing/undergoing training according to a regular schedule, the need to provide advance scheduling notice to parents, and the intensive time demand placed on human resources in planning the program. Some recommendations are proposed for preschools that wish to promote parent-child shared reading on campus, as this paper is intended to promote work related to early childhood education.