Purpose: The purpose of this study was to understand the reconstruction of meaning inplay-centered curriculum practices as explored by infant classroom teachers at achildcare center through their participation in a learning community. Methods: A public childcare center, five teachers and one director participated in the learningcommunity for eight sessions, and the transcripts of each session were categorizedinto higher-level categories and qualitatively analyzed based on categorical themes. Results: First, there is more expertise needed for infant teachers and this should be reflectedin infant-focused curriculum and training. Second, the infant classroom teacher's viewof the child must be consistent with the teacher's view of the child, and their behaviormust be consistent. Third, infant teachers should approach the meaning ofdevelopment with diffractive rather than dichotomous thinking. Fourth, the infant classteacher should be a teacher and study the observation of education, classroommanagement, and media selection that is true to the nature of an infant teacher. Conclusion: This study suggests that infant class teachers should continue to study infant-relatedexpertise, parental understanding, and play-centered pedagogy through a learningcommunity in order to understand and implement the meaning of play-centeredcurriculum.