In early childhood education, the paradigm shift has been initiated by the reawareness of the theoretical research of J. Piaget concerning the cognitive development of child. The central theme of the shift is the assumption that the child actively constructs his (her) own knowledge. In early childhood education in Korea, such a paradigm shift appeared during past few years in efforts to modify various curriculum models. The purpose of this study was to out the program effect of the constructivist early childhood curriculum which is based on interactionism. The study sets four questions: The subjects of the study were 60 young children of the campus laboratory school, Chung Ju Teacher`s College, Chung Ju City. For the data analyses, various tests were used : the Curriculum Cheklist, Duckworth Test, Autonomy Rating Scale, Socio-Emotional Development Rating Scale, Stanford-Binet IQ Test, School Readiness Test, Torrance Tests of Creative thinking. The data were analized in various statistics : Covariance Analysis, Mean & Percentile, ANOVA and pearson` s Product Moment Correlation Coefficient. The results are summarised as follows: 1. The Checklist results showed that intended constructivist curriculum was implemented. 2. The constructivist group showed significantly higher than the comparative group in Autonomy, SocioEmotional Development, and Social Interaction Test. 3. In Cognitive-Complexity Test, the constructivist group were significantly high in efficiency. The results of IQ Test, School Readiness Test and TTCT did not show significant difference but mena scores of the constructivist group were somewhat higher than the comparative group. 4. The correlation between social and cognitive development, showed significantly high in both groups.