The purpose of this study is to examine the correlation between playability, empathy ability, and play support competency of early childhood teachers, and the effect of playability and empathy ability of early childhood teachers on play support competency. For this study, a questionnaire was conducted for infants and toddlers in daycare centers and kindergartens nationwide, and data of 348 people were collected. For the results of the study, correlation
 analysis and multiple regression analysis were conducted using the SPSS 28.0 statistical program. The results of this study are as follows. First, for the level of playability, empathy, and play support competency of early childhood teachers, the level of playability was high, and the level of empathy and play support competency of early childhood teachers was also high. Second, there was a significant positive correlation between the play performance and play support competency of early childhood teachers, and a significant positive correlation between the empathy and play support competency of early childhood teachers. Third, the effect of play and empathy of early childhood teachers on play support competency was found to have a significant positive effect. These findings demonstrate that early childhood teachers' ability to support play is an important factor in childcare sites that are implementing play-based curriculum, and various studies that can be used in childcare sites should be activated to improve the playability and empathy of early childhood teachers.