本研究以160位幼兒園大班五歲幼兒為研究對象，選擇語彙能力及數學能力發展為範圍，探討幼兒園環境托育品質對幼兒語彙能力及數學能力發展之影響。
本研究依幼兒環境量表所得分數，區分幼兒園之托育環境品質為「高」「中」「低」三種品質。研究結果顯示受試班級之托育環境品質大都位於「中」等品質。一般而言，班級裡面自然/科學、戲劇、沙子/水，及音樂/動作的學習活動較少，亦欠缺放鬆和舒適的環境設備，幼兒每天使用體能活動器材的時間不夠充分。教學上可再加強對幼兒談論事物的邏輯關係及鼓勵幼兒說出更多豐富的答案或擴增幼兒的想法的策略。
幼兒語彙的認識以名詞量最多，動詞其次，形容詞最少。瞭解最多語彙的內容是屬於名詞中人身體各部位的名稱，其次為家中設備等，第三個是玩具等物品。最不清楚的是職業角色與建築物的詞彙。受試幼兒在畢保德圖畫詞彙測驗得分與常模對照後，結果顯示五歲幼兒對於詞彙能力呈現嚴重落後的情形。
受試幼兒於幼兒數學能力測驗得分，與國外常模比較後發現：本研究中數學能力位於「極優」和「優」等程度的總百分比高於國外；位於「極差」和「差」程度的總百分比低於國外，顯示五歲幼兒數學能力發展似乎較國外幼兒優異。五歲幼兒各項數學能力分析發現：按序唱數是五歲幼兒最容易的部分。位數概念是影響幼兒倒數、讀寫數字作答的重要因素。幼兒計數十個以內的物品幾乎無誤，跳數、漏數、重覆數、停數的位置錯誤、沒有基數概念等，都是常見的錯誤類型。五歲幼兒能作10以內的比大小及具體物的相加。
幼兒園環境托育品質不同，幼兒在名詞、動詞、形容詞的得分上，均有顯著差異。環境托育品質「高」的幼兒對於名詞的認識成績優於環境托育品質「低」的幼兒。環境托育品質「高」的幼兒對於動詞的認識成績優於環境托育品質「低」的幼兒。環境托育品質「高」的幼兒對於形容詞的認識成績優於環境托育品質「中」的幼兒。然而本研究並未發現托育環境品質會影響幼兒數學能力的發展。
本研究依研究結果，對幼兒園、教師、家長，以及未來研究方向提出建議。

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