In the latest few years, the trend of Childhood Education expands to ecological approach and as an indispensible of it, research and development of parental participation/ education programs which have the aspect considering the relations that parents and family may affect and be affected by several factors over society, becomes a new wave of it. In ideal case of implementing parental participation/education concept, parents share the equal standpoint of teachers’ on policy making, and parents and teachers support and assist each others on the same basis of fosterage of children. In order to keep this parental participation/education effect and to make its implementation succesful, developing the variety of programs and appraisement of its implementation are actively going on their progress. Thus, the obiectives of this study are to reestablish the parental participation/ education concept which is the basic study of further progress on implementing and to describe the present environments which provide the better way to understand the concept. To meet this objectives, inquiry is conducted abreast with reference studyings. In inquiry, questionnaire is sent to 287 kindergartens in Seoul, and 62% of those are responded. In analysis of primitive data, percentage and X² verification which has 5% in attention rate are adopted. The results are as follows; 1. As for therelation between kindergarten (teacher) and family (parent), it is responded that kindergarten mainly takes charge of education, and parent assists it, but as an ideal relation, it is thought that each takes equal charge of education. 2. As for the conceptual recognition of parental participation/education, parent group meeting, counseling, observation, message, home visits, home visiting program, parent particpation as aids, teachers, decision-makers are in the descending order responded. 3. As for the necessity of it, parent group meeting, counseling, message, observation, home visits, home visiting program, parent participation as aids, teachers, decision makers are the descending order responded. 4. As for the present implementation of it, message, parent group meeting, counseling, observation, home visits, parent participation as aids, desision-makers, teachers, home visiting programs are the descending order responded. As for the implementation method of it, parent group meeting is centered lecture meeting by specialist. Counseling is centered individual counseling, observation centered group observation in the classroom, message is used mainly weekly and for delivery. Parent group meeting is operated monthly, counseling in case of need, home visit by year, observation once in term, message weekly. It is responded that principal and teacher mainly have charge of planning and procedures the parental participation/education programs. Parent participation rate is rather lower except parent group meeting. 5. The purpose of it varies on its implementing processes. The purposes of parent group meeting and observation are providing information and skill about child to parent, counseling, discussion with parent about child, home visits, the collecting information about child from parent, message, the reporting to parent about kindergarten operation and directions. 6. The effect of it varies on its implementing processes. The effect of parent group meeting and observation is child education in family parent, counseling and home visit is child education in kindergarten (teacher), message is kindergarten operation. 7. The problem of it varies on its implementing processes. The problem of parent group meeting is the lack of parental attention and interest, counseling and home visits, the burden for parent, observation, the burden for teacher, but message has no problem. Suggestions are as follows: 1. Teachers and parents must improve the level of conceptual recognition and understanding for parent education/parent participation. 2. The pattern of parent education/participation should be implemented positively and professionally. 3. The nation, community and parents must be interested in parent education/participation. 4. In order to develop the programs which is pertinent to our present circumstances, basic theoretical study, experiments and its appraisement should be done in various respects and regards. 5. Institutions for training specialists should be set up for developing parent education/ participation programs and carrying out them. 6. Federal funds should be reserved and federal policy should be made.