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This article examines the socialization goals, representations, and practices in toddler- and preschool-age children and their Mexican immigrant or U.S.-born, Mexican-heritage mothers. Eighty-eight mothers and children (49% girls) participated in this research. All mothers were visited in their homes to be observed and interviewed when the children were 8, 14, 24, and 36 months old. The study used naturalistic observations of children's behavior and participation in everyday routines and their mothers' socialization practices. Prekindergarten teachers reported on the children's school social skills. It was expected that differences in mothers' participation in four distinct cultural communities would be associated with variations in their socialization goals and practices. The mothers articulated socialization goals that were reflective of positive social relationships. Compliance episodes were less frequent than participation in everyday routines. The mothers' participation in different cultural communities was associated with different practices in routines, but not with goals or compliance practices. Toddler and preschool observations of children and mothers were associated with teachers' ratings of children's prekindergarten social skills.

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