The paper focuses on the current development and problems of smart product intervention in family education, and reconstructs the design strategy of smart educational products and service system for preschool children under the scenario of “Parent-Accompanied Learning”. The paper traces the evolution of the relationship among parents, educational products, and children within family education, revealing the contemporary need for renewed emphasis on parental involvement. Using research methods such as user interviews, grounded theory, and questionnaire surveys, this study aims to clarify the correlation between parental involvement levels and parenting styles, in order to classify companionship behaviors in the scenario of Parent-Accompanied Learning. Based on three dimensions (Intellectual Involvement, Emotional Involvement, and Synergistic Involvement), the paper redefines the “parent-child-product” interaction within family education. It proposes corresponding design strategies, aiming to foster effective parental participation and enhance the quality of accompanied learning in family education.