語言是在互動環境下發展出來的，因此父母親職參與對於學齡前幼兒的語言發展至關重要；然而近年來，隨著家庭經濟及結構的改變，父母在親職參與的角色也逐漸轉變。本研究的目的在於探討我國三歲幼兒所處雙親家庭中親職參與（Parental Involvement）及社會經濟背景（Socio-economic Status）的現況，以及對三歲幼兒語言發展之影響。本研究使用臺灣幼兒發展調查資料庫（KIT）36月齡幼兒第一波家長問卷資料，並選取受訪者為雙親家庭之幼兒，刪除遺漏值後共有1,815名樣本。利用結構方程模式（Structural Equation Modeling）分析親職參與、家庭社會經濟背景對幼兒語言發展的因果關係。
研究結果顯示，在親職參與上，雙親家庭中母親在育兒勞務及生活規範參與和親子互動參與程度皆高於父親；另一方面，父母在兩類型親職參與的程度也都達到「經常」以上的程度，顯示在家庭經濟及結構改變後，父母親職參與的程度也有所改變。在親職參與、家庭社會經濟背景及幼兒語言發展關係方面，父母親子互動參與及家庭社會經濟背景皆會影響幼兒語言發展，親子互動參與對幼兒語言發展有較高的影響力 （=.26），家庭社會經濟背景對幼兒語言發展的影響力次之（=.23）。
本研究為首次有系統地對我國36月齡幼兒進行親職參與、社會經濟背景及語言發展影響關係的調查研究。研究結果可以作為國家幼兒語言發展和家庭教育政策的參考，也可以讓父母瞭解如何在幼兒語言發展過程中扮演最佳的角色。後續的研究可以針對不同家庭結構、年齡的幼兒等相關議題做進一步的探討。

Language develops in an interaction-rich environment, parental involvement by fathers and mothers hence is extremely important in their preschool children's linguistic development. Nevertheless, with the changes in family economics and structure during recent years in Taiwan, parental involvement has also gradually changed. The goal of this study was therefore to investigate the current state of parental involvement and socioeconomic status of two-parent families with 3-year-old children, and examine how to influence their children's language development. This study employed data from the questionnaire survey of the parents of 36-month-old children from the Kids in Taiwan: National Longitudinal Study of Child Development & Care （KIT） database, and selected two-parent families with 3-year-old children as the subjects. After discarding questionnaires with missing values, a 1,815-person sample was obtained. Structural equation modeling was employed to analyze the causal relationship between children's language development and the two factors of parental involvement and families' socioeconomic background.
Results of this study displayed that, with regard to parental involvement in two-parent families, the mother invariably has a greater level of participation in child-raising, teaching of life rules, and parent-child interaction than the father. Parents' participation reached at least the "frequent" level in the case of two types of parental involvement, and our results indicated that parents' level of parental involvement has evolved with changes in the family structure and family economy. As for the relationship between parental involvement, family socioeconomic background, and children's language development, parents' interaction with their children and family socioeconomic background both affect children's language development. Specifically, parent-child interaction was found to have a relatively high degree of influence on children's language development （=.26）, and was followed by family socioeconomic background （=.23）.
This study was the first systematic survey investigating the effect of parental involvement and socioeconomic background on language development in 36-month-old children in Taiwan. Findings of this study can serve to guide child language development and family education policies in Taiwan, and can help parents understand how to play optimal roles in their children's language development. Future research can be conducted to further investigate the effect different family structures and different child ages on language learning.

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