The purpose of this study is to explore the relationship between children's development of science-type concepts and maternal behavior for their children, including the concepts of classification, seriation, number, space, and quantity of substance. This study was surveyed from 70 children in an elementary school and their mothers. The level of conceptual development was measured through Piagetian procedure with specified materials for each concept. For the maternal behavior, this study used Scheafer's questionnaire translated by Won Young Lee(1985). Statistical methods used for the analysis of data were X² and Canonical Correlation Analysis. This study shows that the developmental level of science-type concepts of the subjects is different from it of the same aged children provided by Piaget, there is no significant difference between two genders with respect to the developmental level of science-type concepts, and the children's development of science-type concepts is positively related to their mother's behavior. That is, the level of seriation and number concept is a little higher than it provided by Piaget, and the level of classification and space concept lower than it. In terms of relationship, mother's loving, and positive behavior for their children is positively related to classification, number, and quantity of substance concepts development. The other hand, mother's rejective behavior is negatively related to those concepts development. From the above results, it might be concluded that for science education, science curriculum or lesson plans should be differentiated according to children's developmental level of science concepts. The other hand, mothers should be learnt to be loving, positive, and acceptive for their children through various programs for parent education.