This research started from the cognition that reading class program can play an important role of promoting the sentimental development of children conflicting with their family members, in the actual respect that family trouble having deepen and the sentimental development having become the social issue. This research adopts the ethnographic research with educography to understand children conflicting with their parents how to show up their sentimental response and how such reaction changes. The most meaningful achievement of children in this class is the fact that children won recognition, their feeling taken as inappropriate also was accepted positively and they understood in part by a new understanding of dissatisfaction with their mother as a realistic matter. It means that the recognition gives children a sense of psychologic stability so they agree to the fact that they can be wrong. The result of research made by the above-mentioned method and process runs as follows. First, the aspect of children sentimental development can differ not only because of the relationship with parents but also because of the complicated effects such as individual degree of education and socialization, family atmosphere and mental conflict with their parents. Taking those differences into account while guiding reading class, all family members' effort and understanding are requested for children's desirable sentimental development. Second, the effect of class program is that children purify their feeling through catharsis, feel pleasure and gain self-confidence as they express themselves. The interaction and recognitive methods of the class program help children understand their sentiment and thought, futhermore, expand the breadth of comprehension for others. Also it is guessed that the sense of emotional stability or the sense of dissolution besides the effectiveness of recognitive method influences on reading comprehension in this class.Third, the dialogues with mother give her the opportunity to plant the recognition of her behavior and promote to understand her children and to change the way of bring up children. Through the class, mother realized how her character and attitude of the method of rearing children affect her children and children acknowledged partly not only their fantasticality but also the way their mother is. The reading class synthetically changes children's attitude significantly. Fourth, when the class is processed with both children who has difficulty in the sentiment development and children who don't, under conditions it give positive effect complementarily rather than negative effect. In case of children who don't expose their problem, the class affects that they come to expose and adjust the inappropriate feeling which inheres in unconsciousness. This shows those workings help children understand each other and have self-examination through companion, compared with degree that adults are concerned about the negative effect of the difference of their levels. It suggests that we can enlarge the range of this class for children who tend to conceal their problem to achieve the sound, integrated sentimental development over the preventive step.