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The present study aimed to investigate mother–teacher discrepancies in reports of preschoolers’ behavior problems and to examine whether maternal attribution to behavior problems, perception of parenting, and behavior management strategies predicted the discrepancies. The mothers and teachers of 384 preschoolers aged 3–6 years from 16 preschools of Seoul, South Korea, completed the Child Behavior Checklist and the Caregiver–Teacher Report Form. Based on their ratings, they were classified into three groups: (a) mother–teacher Agreement Group, (b) Disagreement Group with Mother only reporting at Risk (Disagreement Group-MR), and (c) Disagreement Group with Mother only reporting No Risk (Disagreement Group-MNR). The results showed marginal similarities between mothers’ and teachers’ reports of behavior problems, indicating both low correlations and differences in percentages of at-risk children. Multinomial logistic regressions revealed that maternal attribution and maternal perception of parenting difficulties predicted group membership regarding mother–teacher discrepancies. For both internalizing and externalizing problems, mothers who attributed environmental factors as primary causes of children’s behavior problems were more likely to be in the Agreement Group than the Disagreement Group-MNR. With regard to externalizing problems, the more the mothers perceived parenting difficulties, the more likely they were to belong to either of the Disagreement Groups. The outcomes suggest the importance of considering that mothers’ reports of children’s behavior and mother–teacher discrepancies partly mirror mothers’ beliefs and perceptions regarding children’s behavior and parenting. Professionals need to be aware that information from mother–teacher discrepancies can be of help in understanding mothers as well as children in practice.

Objective: The purpose of the study was to explore the relationship between the daily routines and physical environments of daycare centers. Methods: A total of 20 classes at 8 different daycare centers from the metropolitan city of Daejeon were investigated. Trained observers visited each daycare center more than 3 times and collected data about daily routines using the Observational Log for Daily Routines in Daycare Centers. Also, the physical environments of each class were investigated in terms of actual size, layout of activity center, etc. Results and Conclusion: Results of the study were: first, daily routines of daycare centers could be divided into 2 distinguishable types by cluster analysis- `free play oriented` and `group activity oriented` Second, the amount of space each child has in a classroom differed according to the total size of the classroom. An average of 7 activity centers existed in each classroom. Third, there was a difference between free play oriented and group activity oriented groups in terms of the classroom size allocated for each child and the organization of the activity centers.