Abstract
The purpose of this study is to analyze the importance-execution gap in the respect for children's rights by Early childhood teachers and to derive implications for future improvements.
 To achieve this, a survey on the respect for children's rights was conducted with 176 Early childhood teachers. The collected data were analyzed for the disparity between importance and execution through paired sample t-tests, and Importance-Performance Analysis (IPA) was employed. The research findings revealed the following: Firstly, there was a significant overall difference in the importance-execution gap. Secondly, the IPA analysis placed the areas of welfare, organization, play, self-esteem, and information provision in the first quadrant (maintain and enhance). There were no areas in the second quadrant. In the third quadrant (gradual improvement), the subgroups of subgrouping, lunch, special activities, and autonomy respect were situated. In the fourth quadrant (over-investment), the domains of basic needs, rest, and individuality respect were identified. This study provides insights into the areas that need improvement for practicing children's rights in educational activities and daily life in early childhood education institutions.
 It is significant in that it offers Early childhood teachers opportunities to reflect and contemplate on how to actively uphold children's rights.
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