As the parent-child relationship develops, the parent`s child-rearing attitude and educational views influence the growth of the child and the child, in reacting to his parents` attitudes, has, in turn, an effect upon his parent`s reactions. The purposes of this study are to determine the trend of childrearing attitudes and educational views among mothers; to investigate how these variables affect the development of children, and finally, based on these findings, to suggest directions for developing much needed parental effectiveness training programs. In this study, due to the fact that of the two parents the mothers spend more time with their children than do the fathers, mothers only were surveyed. For this survey, 763 Seoul area kindergarten and Saemaul nursery school children and their 763 mothers were sampled randomly, making a total of 1,523 subjects. The mother`s educational views were evaluated by an instrument developed by the researcher herself. Also used was the Developmental Profile developed by Alpern and Boll and also the MBRI (Maternal Behavior Research Instrument) developed by Schaefer. Data obtained from the survey were coded and analyzed by SPSS computer programs. One-way ANOVA analysis, analysis of covariance and canonical correlation are applied. The results of the analysis are as follows : Maternal educational views showed a tendency to be adult-oriented rather than child-centered. Their view showed that they had a tendency to consider assigned school curriculum to be more important than individual interests and needs of the child; dancing, music, and painting lessons to be more important than play; the end result more important than the process; learning by lecture more important than learning by doing. Although maternal educational views as a whole showed a tendency to be adult-oriented, the mothers with more formal education were more child-centered than were the mothers with less formal education. Also, the mothers of kindergarteners showed the same tendencies as did the mothers of Saemaul nursery schoolers. Schaefer suggests that the affective-autonomous attitude is most desirable. A child who has this type of mother displays a creative, spontaneous, and cooperative attitude. However, this study indicates that mothers in general have affective-restrictive attitudes. The surveyed mothers in this study were found to be affective, yet do not give a positive evaluation of children`s behavior and use fear control extensively and thus make their children dependent. Here again, the mothers as a whole showed a tendency to use affection-control, but the mothers with more education used less control and gave their children more freedom than did the mothers with less education. The mothers of Saemaul nursery schoolers used more control than did those mothers of kindergarteners. Kindergarteners and Saemaul nursery schoolers were examined in five areas of development: intelligence, communication, physical, social, and self-help. Both groups showed equal development in the latter three areas but the kindergarteners level of intelligence and communication exceeded that of the Saemaul nursery schoolers. This indicates an obvious educational unbalance. Even though the mothers were adult-oriented and had affection-control attitudes, the developmental stage of the child was found to be different according to the extent of autonomy and positive evaluation the mothers gave. It was discovered that if a mother who has an affective attitude and gives more autonomy and positive evaluation to her child, then the child shows a higher level of communication and intelliegence. However, since mothers in general, especially those mothers of Saemaul nursery schoolers, have control-oriented attitudes, the intelligence and communication levels of their children are low. The following suggestions are recommended to correct the undesirable characteristics of maternal child-rearing attitudes and also to improve the development le