Abstract
The purpose of this study is to comparatively examine experience in early childhood education and care (ECEC) with a focus on whether the effects of learning depend on the timing of the experiential practice. The study was conducted by comparing ECEC during and after the instruction of the child care unit. The results showed that even if the experiential practice occurred over the course of the year, no differences were observed in the effects of the timing of the experiential practice and the teaching of the curriculum in the following learning categories; 1) Increasing interest in children and developing positive attitudes toward them. 2) Increasing interest in child rearing and developing understanding of child care. 3) Developing positive images of young children. 4) Developing self-reflection.
