The purpose of this research is to develop a blended instruction model which makes pre-service early child teacher build practical knowledge. To attain the purpose, first, a draft model was designed by generating the core value and process of the blended instruction model on the basis of literature survey. Second, to apply it to actual field, final model was developed by editing and revising the draft model in the view point of modification. The core values of the developed model were selected as follows; ‘First, understanding of culture at the early child education field by organic experience between theory and practical’. ‘Second, building both reflective thinking and cooperative trouble solving ability with an experience and reflection as a pre-service early child teacher.’ Core process was divided into ‘Activity before instruction’, ‘Activity in instruction’ and ‘Activity after instruction’. And detail core process was deduced as twelve steps: Building online environment, building team, instruction introduction, relationship-forming with mentor, checking and sharing of practical problem, deduction of first result, exchanging opinion with classmate mentor, consultative and cooperative discussion, deduction of second result and assessment. It was expected that the program development and applicability which provide both practical knowledge and experience and cultivate teacher’s practical competence in pre-service early child teacher training school could be suggested.