The purpose of this study were 1) to determine relationships between disadventaged children's socialo maturity, day care experience and home environment, 2) to investigate the effect of day care on disadventaged children's home environmental change and social maturity. The variables selected were day care experience, home environment which was included mother's educational years, caregiving knowledge of mother, the climate at home and physical environment, and children's social maturity. The subjects were 102 disadventaged children at 2 and 3 years old and their mothers. The 50 day care children were seclected 4 day care centers located in low-class area(Pusan). They have had educational opportunity for 6 months. And the 52 non-day care children were also selected, who haven't any educational opportunity at all. Instruments for the study are inventory of home stimulation (HOME) for 0-3 years old by Caldwell and Bradley, revised Infant Caregiving Inventory by Smeriglio and Parks, and Scoial Maturity Scale, by Kim Sung-Kug and Kim Ok-Gi. The statistical methods for the analysis of data were Pearson r,multiple regression and LISREL VI program for path analysis. Major findings were as follows: 1. The day care experience and home environment variables, except mother's ecucational years, had a significant correlation (.19-.47) with children's social maturity. 2. All independent variables revealed influence of 22% on children's social maturity. The significant predictors of children's social maturity were day care experience and physical environment variable. 3. According the path analysis, children's social maturity was directly affected by day care experience and physical environment And children's social maturity was also indirectly affected by caregiving knowledge of mother which was influenced by day care experience, through the climate at home to physical environment.