Abstract
Objectives This study aimed to explore how young children change and utilize indoor play spaces for play through actual scenes in the field, based on the play-centered curriculum.
 Methods For this, three early childhood teachers and 45 children aged 3, 4, and 5 from S Daycare Center located in Busan were selected as research participants, and were analyzed inductively using a total of 18 participant observations and 6-8 interviews per teacher, infant interviews, recordings, and researcher's journals, from October 18 to November 5, 2021.
 Results As a result of the study, the use of indoor play spaces by young children was classified into ‘playing across spaces’, ‘creating new play spaces’, and ‘adjusting play spaces’.
 Conclusions Through this, it was confirmed that infants have the power to play by leading their own play and coordinating space with other friends. This suggests how important the leading play aimed at in the revised Nuri Curriculum and the autonomy of play space utilization as a way to realize the value of learning through play is.
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