Purposes 1. To study parents’ roles in pre-school child rearing as perceived by themselves. 2. To compare parents’ roles in pre-school child rearing as perceived by themselves upon sex and age of the parents. Procedures The research instrument is an interview questionnaire consisted of the parents’ roles in [physical, emotional; social,] and intellectual development of pre-school children. The samples were 205 parents of pre-school children in Changwat Ubonratchathani in the area where there were no pre-school and child development centers. The hypothesis of the research were : (1) the different sex of parents had different roles in pre-school child rearing (2) the different age of parents had different roles in pre-school child rearing. Results The analysis by using mean and [standard] deviation revealed that by average, parents had regular roles in developing children’s in four: physical, emotional, social and intellectual aspects. Considering each roles, the finding indicate that parents had the most roles in fostering child physical development. The analysis by using perventage revealed that there were 65 from 68 of parents roles which parents did not perform. There were 3 parents roles which parents performed 100 percents: to serve useful and qualitative food, to serve clean water and to have meat in family together. The analysis by using t-test revealed that: 1. Female parents had more roles in fostering child physical development more than male parents. 2. Female and male parents had no different roles in fostering child emotional and social development. 3. Male parents had more roles in fostering child intellectual development than female parents. In addition, the results of the One-Way Analysis of Variance in comparing roles of parents with Different age indicated that: 1. Parents with aged range of 30 or below and 31-40 had different roles in fostering child physical development. 2. Parents with aged range of 31-40 and more than 41 had different roles in fostering child emotional development. 3. Parents with all 3 aged ranges had no different roles in fostering child social intellectual development.
