Objectives The purpose of this study is to examine the changes in emotional regulation ability and social skills im-provement of children using elementary school care classes during the ETC-based group art therapy process. Methods For this purpose, a program was created through literature research and supervision, and an art therapy program was conducted for a total of 10 sessions, 80 minutes per session, once a week with three early school-age children attending a local care class in P City, Gyeonggi-do. The results of analyzing the change pat-terns by session and stage of ETC-based group art therapy according to the components of emotion regulation and sociality by collecting institutional reports and interview data, session-specific observation logs, work data, and researchers' research logs are as follows. Results Through group art therapy based on ETC, children improved their ability to regulate their own emotions and understand the emotions of others, and positive changes were seen in appropriately managing the intensity of negative emotions, especially in angry or aggressive situations. . Positive changes in emotion regulation ability were confirmed. In addition, positive changes in social skills centered on interpersonal relationships, cooperation, and sociality were confirmed. Conclusions This study demonstrates that ETC-based group art therapy has a positive effect on improving emo-tional regulation and social skills of children using elementary school care classes, and is expected to provide use-ful guidelines for designing and implementing children's emotional regulation and social development programs.