This research aims at designing an integrated programme including both female teachers of kindergarteners and the family for developing kindergartners language skills. The sample of the research consisted of two groups of kindergarteners (Level2 kg2; each group consisted of 30 male and female Kindergartners. The two groups were taught as follows: The first group: the proposed programme for developing certain language skills (in kindergarten) The second group: The proposed programme for developing certain language skills together with parents’ guidebook (at home) To achieve the purpose the research, the researcher prepared the following instruments: - A list of language skills (Listening and speaking) appropriate for the kindergartner. - A proposed integrated programme including both female teachers of kindergarteners and the family. - A proposed guidebook for parents. - Two situational language tests (listening and speaking). By drawing a comparison between the performance of the two groups of kindergartners (in both the pre: and post situational tests, the findings clings, show that there are significant statistical differences between the two groups in favour of the post –test performance in each of the two tests for each group. This demonstrates the positive effect of the proposed program me for developing kindergartners listening and speaking skills. The statistical analysis reveals the effectiveness of the proposed programme in developing listening and speaking skills for the two groups of kindergartners. This has been proved by using the black – modified acquisition scale which has exceeded member 1 in each test for the two groups. However, the programme was more effective for the second group of kindergarteners than the first group in each of the two tests. This may be due to the care and guidance provided to the second experimental group by their parents through using the guidebook in addition to the proposed programme. This points out the basic role of family in teaching kindergarteners