The present study is an attempt to diagonose family environment which is strongly influencing upon the education of pre-school child. Second, this study is to survey how the family environment serve as a socializing agent in the process of socialization of pre-school child. Object of this study were sampled from 4 to 6 years of age among 80 children of C. Kindergarten. Children sampled for this study were classified into two groups. One of them was children of high maturity of sociality and the other are low maturity of sociality. They were evaluated by observation and scale of social development of three teachers and social maturity scale of parents. Perception of parents about sociality of their children agreed with the teachers perception about sociality. In addition, questionnaire of “investigation of family environment and sociality”distributed to parents and collected 90% of data. Two groups were compared with each other in 6 areas. The results were as follows: A. How grandparents-grand child relationship serve in the process of socialization. Children of higher sociality group received warm affection from their grandparents. Accordingly young children could learn propriety and emotional stability without their mother in the home. They have had experinces of various human relations and have conversed with grandparents. about various problems, social affairs, and family relation. Therefore children developed a broad sense good humanity, at last grandparent became a “socializing force factor”. But in lower sociality groups, there were found some difference which indicated problems of independence rearing and they didn't talk with their grandsons. According to educational role of grandparents, children are having good sociality or not. B. How educational concern of parent serve in the process of socialization. 1) Mothers of higher sociality group attempted chose child's friend freely, and did not much interfere with their children’s friend. And they permitted to play in friend’s house generously. But mother of lower sociality group interfered more than higher group about child's friend. That is, mothers of lower group didn't think of the importance of play in process of socialization. 2) Father’s of lower sociality group could not talk and play with their child, for that reason they had not time at all. So educational concern of father served as 'strong socializing agent in the process of socialization. C. How sibling-relationship serve in the process of socialization. Sibling-relationship in higher sociality group were more cooperative and harmonious than .lower group. D. How family atomsphere serve in the process of socialization. 1. Family atomphere of higer sociality group were peaceful, democratic and understanding for development of early pre-school child. But family atomsphere of lower sociality . group were melancholy and regarding with hostility frequently. 2. 80% of higher group are having family councils and recreations through those opportunities all the family member have converse with children. But only 6% of low group are having family relations. E. How family mottoes serve in the process of socialization. Family mottoes showed no differences be-tween these two groups in contents. How atlain that goal of family mottoes. 1. harmony (peacefulness) 2. health 3. honest 4. brightness 5. independence 6. truthfulness F. How play serve In the process of socialization. Children higher sociality group played with many friends actively outside of home and friend's home . They have had many experiences which were creative, cooperative and spontaneous. 85% of child who have developed good sociality had more than 5 friends. But 80% of early children in lower sociality group played in their house only and they didn't play friends house at all. 30% of children didn't play with a friend.