The purpose of this study was to explore the effects of parent-child discussion skills on kindergartners’ emotional understanding and emotion regulation.Fifty-ninechildren, 5 to 6 years of age, and their parents participated. A quasi-experimental method was adoptedin this study. Three classrooms of participants were divided into 3 groups: experimental group 1, who recieved training in dialogical reading skills for emotion-laden books and engaged in shared reading of emotion-laden books; experimental group 2, who engaged in shared reading of emotion-laden books without discussion training, and acontrol group who engaged in shared reading of books about animals whitout discussion training. Parents and children engaged in shared reading of two books each week, reading a total of 16 books. The 3 groups were administrated pre- and post-tests, which included the Chiniese version of Test of Emotion Comprehension (TEC)and the teacher and parent versions of Children Emotional Development Scale (CEDS). The results of the study are listed as follows: (1) there were significant differences between five measurements; (2) experimental group 1 wassignificantly better than the control group in three measurements of emotional understanding, experiment group 1 wassignificantly better than experiment 2 only on TEC and teacher version of CEDS, and experiment group 2 wassignificantly better than the control group only on the teacher version of CEDS; (3)on two measurements of emotion regulation,experiment group 1 wassignificantly better than experiment group 2 and control group, experiment group 2 wassignificantly better than the control group as well. Suggestions for parent emotional talk skills training program were provided for future studies.