The purpose of this study is to provide a basic data of infants and toddlers home visiting-parent education program model for low-income family. To achieve this purpose, it was sureyed mothers` need for home visiting program, and tested children`s developmental level. The conclusion of this study are as follows : 1. The mother`s experiences for parent education. First, most of mothers rarely had regular parent education and training experiences. Second, mothers had often got in trouble with children`s seekness, disobedience, and dangerous environment. 2. The mother`s present state recognition and need for child education and caregiving. All of subdomain for child education and caregiving-desirable parenting attitude, desirable habit, selection of books and toys, child health and safety, guidance method as to developmental areas, making teaching materials, and child development knowledge-were significantly different between present state and need. 3. The present state recognition and need as to the variables. First, it was appeared significantly different in present state recognition of emotional areas guidance by child`s sex. In other words, it is regarded that mothers pay more attention to girl`s emotional development. Second, it was appeared, significantly different in present state recognition in the area of desirable living habit, knowledge for language development, and need of knowledge for cognitive development as to child`s age. Third, it was appeared significantly meaningful in present state in recognition and need for desirable parenting attitude, and it was also appeared significant in need for selection of toys and boosk, child and health safety and knowledge for cognition, language, social and cognitive development as to parents educational background. Forth, It was appeared significantly different in present state recognition for desirable living habit, knowledge for phaysical development. And it also different in need for cognitive and social developmental knowledge as to mother`s age, Fifth, it showed significantly different in present state recognition for emotional development guiding method as to mother`s job. That is to say, working mothers recognized themselves that they conduct well for their children`s emotional development. 4. Opinions for home-based parent eucation program. First, above 66% parents want to participate home based program. Second, parents had positive responses about home visiting Third, most of mothers want professionals than para-professionals as a home visitor. Forth, 42.7% mothers want home visit once a month, and 28.1% want twice a month. Fitfth, 53.9% mothers want home visit in the afternoon, especially between 2:00-4:00 o` ckock. Sixth, 62.9% mothers think that one hour is enough for parent education for every visit. 5. Differences for developmental scale index in low-income familu child and comparative group. It was appeared significant differences in five developmental areas-comunication skill, academic ability, physical ability, self-help skills and social skills. First, low-income family child significantly retarded than middle-income family child in comunication skill. Second, low-income family child significantly retarded than middle-income family child in academic ability. Third low-income family child significantly retarded than middle-income family child in physical ability. Forth, low-income family child significantly retarded than middle-income family in selfhelp skill. And finally, low-income family child significantly retared than middle-income family child in social skill. 6. Developmental level differences as to variables. The data was analyzed in order to indentify significant differences as to child`s sex, parent educational background, parent age and family member. It didn`t show any significant differences by the variables. Based on these outcomes, the conclusions were drawn. First, It is needed that the socio-ecological intervent