Targeted Sustainable Development Goals (SDGs) of quality education by 2030 ensure that all children have access to quality early development, care. Data of working mother is highest in Sleman Regency that is 52,9%. During preschool, the family is the most important socialization agency that requires care and education as it relates to the substitute role of the parents. To Know the differences of rough motoric, language, and prosocial behavior development in children undergoing full-day program and regular program at kindergarten. Method: Comparative analytics is a cross-sectional approach. The population of children is aged 4-6 years. The sample of each group is 34 respondents. The sampling technique is proportional simple random sampling. The examination uses KPSP and pro-social behavior observation sheet. Data analysis uses using Mann Whitney and Ordinal Logistic Regression. Results: Bivariate analysis showed that there was a significant difference between children who underwent full-day and regular program at kindergartens. On p-value motor development was 0.027 (p <0.00), p-value was 0.021 (p <0.00) and p-value prosocial was 0.015 (p <0.00). Multivariate analysis indicated that there was no influence of external variables on rough motoric, language, and prosocial behavior development. Conclusion: Rough motoric, language, and prosocial behavior development.in children who undergo full-day kindergarten program is better than regular program kindergarten. External variables such as age, gender, birth order, parental support, and maternal employment status do not affect rough motoric, language, and prosocial behavior development.