The purpose of this study is to provide an understanding and implications for the Nuri kindergarten curriculum in Korea by examining the revised contents and directions in Japan’s “Kindergarten Education Guidelines”. For this purpose, the similarities and differences between the Korean Nuri curriculum and the Japanese kindergarten education guidelines, in terms of educational content and operation, were explored. Research Results First, the Nuri course in Korea presents 5 areas, and Japan's kindergarten education guidelines are based on the talent picture of 'living power', which includes 5 areas. Namely health, language, human relations, expression, and environment. It is divided into three areas, which again reorganize the contents along three central axes, and present the image that they want to develop by the end of infancy with 10 competencies. Second, the Nuri kindergarten curriculum in Korea emphasized the linkage with elementary school and ensured that the 5 areas did not exceed the educational contents of the first year of elementary school, and secured the continuity, sequence, and coherence of more appropriate educational contents. Japan’s curriculum forms a basis for strengthening the qualities and abilities of new talents, providing a curriculum centered on competency from kindergarten to elementary, secondary schools, universities, and even society. Lastly, the early childhood education curriculum in Korea and Japan was similar in composition system, goal by area, educational environment and direction. In particular, it was similar in that it provided basic standards so that it could be configured to suit individual infants and the circumstances of each early childhood education institution. There were some differences in the aspect of presenting specific competencies and the contents of the detailed curriculum.