Preschool education is related to family well-being and social equity, and the quality of kindergarten education affects children’s childhood happiness and lifelong development. By using the self-compiled Questionnaire on the Current Situation of Education Quality in Inclusive Public Kindergartens, the research conducted a survey on 265 kindergarten principals and teachers in Chongqing. The results show that the overall level of education quality in inclusive public kindergartens in Chongqing is good, and the overall level is above the average level. To be specific, the overall quality of the structure is at a high level: the scale of the kindergarten and the overall quality of the teachers are good; the environment basically meets the standards, and the management system is relatively sound; the materials for education activities are adequately equipped. The process quality is above the medium level: the space creation of kindergartens can basically meet the needs of children, and 50% of kindergartens have a reasonable life and rest system. The system of education activities is complete, and the quality of activity design and implementation is basically up to standard. The quality of the results was above average. At the same time, the analysis of the main factors affecting the quality of education in Chongqing’s inclusive public kindergartens shows that: there are significant differences in the self-career development of teachers with different genders. Teachers’ professional ethics, professional knowledge level, professional ability level, self-career development, professional development planning and other aspects have significant differences in different grades of kindergarten. There are significant differences between parents and preschool teachers in different regions on the dimensions of family education strategies. Based on this, the “lighthouse model” of the quality interaction of inclusive public kindergartens was constructed, and the main problems of the quality of inclusive public kindergartens in Chongqing were analyzed; the daily operation mechanism and monitoring and evaluation mechanism of kindergartens were not perfect. The development of preschool teachers is not balanced, and the professional quality of some teachers needs to be improved. Children’s autonomy rights are not fully guaranteed, resulting in unbalanced development of children. Finally, the paper puts forward the basic strategies to promote the continuous improvement of the quality of inclusive public kindergarten education: the government effectively exerts its macro-control function to promote the inclusive and high-quality development of preschool education. The kindergarten should strengthen the mechanism construction to create a child-centered high-quality education culture field; preschool teachers should set up correct professional view and improve their professional quality independently; improve the scientific cooperative parenting mechanism and build a new way for children to grow up.