The purpose of this study was to examine the effects of a transactional analysis program on the self-esteem, growth motivation and stroke of early childhood education teachers, which were the basic units for curriculum management. Three research questions were posed: 1. Do teachers who participate in a transactional analysis program score higher on self-esteem than others who don't? 2. Do teachers who participate in a transactional analysis program score higher on stroke than others who don't? 3. Do teachers wor participate in a transactional analysis program undergo a more positive change in communication with preschoolers than others who don't? The subjects in this study were 16 teachers at two different corporate daycare centers in Buk-gu, Daegu, who were aware of the intent and purpose of the study and agreed to participate in an transactional analysis program. Out of them, eight from a daycare center were selected as an experimental group, and eight from the other daycare center were grouped into a control group. To ensure the equivalence of the two groups, those who had the same career and academic credential and took a similar view of child and education were selected. The instruments used in the pretest and posttest were Jeon Byeong-je(1974)'s Self-Esteem Inventory and a Stroke Inventory of KTAA Type. To see if the experimental and control groups were equivalent, a self-esteem test was carried out, and statistical data on mean and standard deviation were obtained. Besides, two independent-samples t-test was utilized to confirm the equivalence of the two groups. After an experiment was implemented by applying a transactional analysis program in nine sessions, a posttest was conducted, and t-test was used to analyze the posttest data. All the data were analyzed with SPSS 12.0 program. The findings of the study were as follows: First, as for the effect of the program based on transactional analysis theory on the self-esteem of the teachers, the experimental group was significantly ahead of the control group in that regard. Second, the stroke training program based on transactional analysis theory had an effect on the communication of the teachers with preschoolers. Third, as a result of analyzing their conversation, one-week innovative task performance and the results of stroke training, it's found that the teachers got to behave and talk in a manner to approve of themselves and others. Their positive communication served to bolster the self-esteem of preschoolers and step up their growth, and the preschoolers learned to become positive as well. The findings of the study showed that preschool teachers who are exposed to a transactional analysis program are highly likely to enhance their own self-esteem and communication with children.