This study aims to explore the relationship between parenting styles and first language learning of pre-school children. To this end, the indigenized Persian version of Parent Authority Questionnaire (PAQ) validated by Esfandiyari (1995) was administered to two hundred eighteen parents who had registered their children in three kindergarten and pre-school centers in Mashhad, Iran. An oral schema-based test (S-Test) developed on a drawing presented in the textbook taught at the centers was administered to the children whose parents were divided into three groups on the basis of their performance on the PAQ. After securing the reliability and internal validity of S-Test, the performance of authoritative, permissive and authoritarian parents’ children on the S-Test was statistically analyzed by employing the One-Way ANOVA and Scheffe post hoc tests. The results showed that the mean score for Authoritarian group was significantly different from the Authoritative group. Permissive group did not, however, differ significantly from either Authoritarian or Authoritative group. The results are discussed and suggestions are made for future research.

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