本文以現象學中的「共同存有」概念、社會生態學、社區總體營造和近代八種改革教保模型的理論建構教何的社區共生概念，並由此設計了「教保空間之社區共生模式指標」。本研究依此模式指標對臺北都會地區之主流園所測試的訪談。測試調查的結果是：十一園所的指標總平均滿意度達45.5%；其中又室內空間的滿意指標達54.4%左右，戶外空間則只有29.8%。亦即顯示臺北 數家主流園所普遍有「角落教學」、「方案教學」等模擬的社會化角落佈置和討論與社區相關主題的空間設計。但戶外空間的匱乏、延伸至社區空間和社區資源的活動有不足的現象，一方面是都會托育園所的常態；另一方面則因社區的街巷、廣場和公園空間網路不健全的因素，是極待改善的重點。本文建議，透過社區共生的教保和空間模式正可以解決園所內之戶外空間不足的問題，且可把人力和教保資源延伸到社區去，給予兒童更多真實學習機會。

The aim of the paper is to establish a concept of a symbiotic relationship with the community in kindergarten pedagogy, from the applied theories of phenomenology, socio-ecology, the policy of community revitalization, and the reform models of kindergarten pedagogy. A catalogue of “Characteristics of the symbiotic relationship with the community regarding special patterns” has been developed. There are several checking criteria for each type of pattern characteristic. A survey has been done with these checking criteria by interviewing eleven well-known mainstreaming kindergartens and nursery schools. The result is that the total average score of these eleven schools surveyed was 45.5%. As regards to interior patterns the score was as high as 54.4% though the outdoor space patterns merely achieved 29.8%. this shows one encouraging situation in regard to mainstream kindergartens work with pedagogical patterns such as “social-role-playing comer”, “project approach activities” and “discussion areas for workshops on community problems” etc. However the Lake of outdoor playgrounds and the limited extension of the children activities to the community’s spaces and institution are the general problems of kindergarten in metropolitan urban districts. On the other hand there is no satisfactory network of public spaces including children parks, squares pedestrian streets and lanes or a safe traffic system in the community. There are therefore, the urgent most important points to be improved. Somehow, the patterns of kindergarten activity spaces in terms of a symbiotic relationship with the community is the way to solve the problems of limited outdoor play space; and to extend the pedagogical manpower if birdsong care and teaching, to the wider domain of the community.