Objectives In this study, we tried to analyze and discuss the differences in perception of early childhood teachers' personal background variables(age, academic background, career, type of early childhood education institution, and age) (opportunities for professional learning and development, relationship between teachers and directors, expectations for teachers and infants, and decision-making).
 Methods A total of 624 early childhood teachers working in kindergartens and daycare centers in the metropolitan and non-metropolitan areas were surveyed to collect data. Using SPSS 21.0, independent sample t-verification, ANOVA, and Scheffé follow-up verification were conducted to analyze differences in recognition and technical statistics such as internal consistency analysis, data normality verification, mean and standard deviation.
 Results In terms of professional learning and development opportunities, there were significant differences in perception according to the age, career, type of early childhood education institution, and age of the teacher and director. In the perception of expectations for teachers and infants, there was a significant difference according to the age of teachers and the type of early childhood education institution. However, in the case of teacher autonomy and decision-making, no significant difference in perception was found according to individual background variables.
 Conclusions Based on these findings, it was suggested that it is necessary to establish a professional support environment considering the individual characteristics of early childhood teachers, and that discussions on the professional support environment for early childhood teachers need to be approached by subdividing them into sub-variables as well as higher concepts. In addition, the necessity of activating various in-house activities, seminars, and study meetings in consideration of teacher experience to support the professional development and learning of early childhood teachers was discussed.