Objective To explore the role of family support education in improving the speech ability of preschool children with cochlear implantation. Methods The subjects were 103 preschool children with cochlear implantation admitted to the hospital from February 2019 to February 2022. They were divided into an education group（n=51） and a conventional group（n=52） by the odd and even number method. The conventional group received routine language rehabilitation intervention

and the education group received family support education on the basis of the conventional group. The differences of speech

hearing ability

social and depressive mood were compared between the two groups. Results After intervention

the scores of the simple version of Mandarin Early Speech Perception Test（LV-MESP） were higher than those of the conventional group（P<0.05）. After intervention

the score of Meaningful Auditory Integration Scale（MAIS） in the education group and the conventional group was higher than that before intervention

and the education group was higher than that in the conventional group（P<0.05）. After intervention

the scores of social emotion in the education group were higher than those in the conventional group（P<0.05）. After intervention

the depression selfrating scale for children（DSRSC） score of the education group and the conventional group was lower than that before intervention

and the education group was lower than that of the conventional group（P<0.05）. Conclusion Family support education has a significant effect on the improvement of auditory and speech ability of preschool children with cochlear implantation

which can improve social emotions and depression.