This paper uses a questionnaire to quantitatively analyze the cognitive development, social development and study habits of 350 kindergarten students. Combining the independent samples t-test with multiple stepwise regression modeling, it explores the effects of gender, school segment and education mode on the effectiveness of preschool education. The estimation of unknown coefficients was obtained using the great likelihood method, and regression model averages were established. It was found that girls outperformed boys in the three dimensions of cognitive development, social development, and study habits, with p-values of 0.015, 0.026, and 0.001, respectively, with the greatest difference in study habits (t = -3.018, p = 0.001). Among the educational styles, verbal expression (β=0.153, p=0.033) and logical thinking (β=0.114, p=0.002) showed a significant positive effect, cooperation (β=0.133, p=0.023) had a practical preference for the actual contribution of preschool education effects, and learning strategies (β=0.612, p=0.003) were the most significant predictive variables. The results of the study provide empirical evidence for optimizing preschool education practices and reducing gender differences.
