When schools, parents, and the community work together to promote the learning of all students. Through activities that involve parents and engage community resources, they are able to respond more effectively to preserve the community culture and development (Yu Anbang, 2005). The researcher is a kindergarten teacher, who feels community resources, such as human resources, material, venues can be used to strengthen parent-child activities profoundly. How to incorporate parents and the community at large into the school programs and activities in order to promote the strong community partnership is the motivation and purpose of this study. The purpose of this study is to examine the effeteness of action research. By using the collaborative method, the study was conducted on the morning of every Wednesdays, from September 2009 and lasted for ten months. Data collection and analysis is based on semi-structured interviews, community resources, observation records, and self-reflection. All the activities, including group games involved in native language, traditional childhood tricks, folk songs and other strategies, were carefully planned by kindergarten teachers and community members. The study results revealed that First, the native language parental activities can improve the child's ability to talk in their mother tongue. Secondly, the traditional childhood games strategy can promote community human resources into the kindergarten and can establish a good interaction between each other. Last but not least, the performance of local folk songs strategy allows kindergarten teaching into the community, so that the community facilities can to be fully used. Suggestions: i. the promotion of community resources into the kindergarten parent-child activities can facilitate the promotion of community cultures; ii. by using of community human resources to teach native language to improve teachers' professional skills; iii. community care services involvement can develop children's love to their hometown.