A study was conducted to examine continuities and discontinuities in the socialization experiences of toddler-age children attending day care. Interaction between adults and children during socialization episodes was observed in home and day care settings. Parents rated their extent of agreement with the teacher regarding discipline and the extent to which they believed agreement between parent and teacher was important. Also examined was whether relationships between particular types of initiations and responses by adults and children were different in the two environments. Participating were 57 families with a child in one of four age groups: 18, 24, 30, and 36 months. A total of 32 families used centers identified as being high quality, and 25 used centers identified as being low quality. Results indicated that parents and children, and teachers and children, were engaged in negotiating a compliance episode once every 3 minutes. Socialization episodes occurred as frequently in the day care center as at home. Children made a higher percentage of negative initiations at home than in day care and a higher percentage of positive initiations in day care than at home. As compared with the home setting, a greater percentage of discipline episodes occurred in day care. Parents perceived themselves as very similar to teachers in standards for behavior and discipline. Age differences in initiation of requests and compliance were found, and continuity between home and center was found to be modified by type of center. Nine tables providing data analysis are appended. (RH)