In this study, it is invested which one of the two teaching methods is more effective:The one is child-centered method and the other is teacher-centered one. Subjects were 56 preshoolers attending the Kindergarten attached to M College in Seoul, Korea. The instruments used in observational check list, intelligence test, scheol readiness test and social-emotional test. The agreement between two observers is .86. The results according to research problems are as follows: In early childhood programs, there were significant differences(p.05) between child-centered teaching method and teacher-centered one. They were on the kinds of chindren`s activity, the size of play groups, the use of interesting centers, the content of activity, the interaction between teachers and children, and social-emotional development. But there was no significant difference between two groups in the effect of the teaching method upon the task oriented behavior and the change in intelligence and school readiness of children. As a result of this study, it turned out that child-centered teaching method is more effective than teacher-centered one.