This study attempted to investigate some implications on the direction of global citizenship education of the kindergarten curriculum in Korea by studying and comparing the contents of global citizenship education in the social relations area of ​​Korea s kindergarten curriculum (12 clauses) and Japan s human relations area (13 clauses). As an analysis index, Oxfam s 3 to 5-year-old index (21 indicators of knowledge and understanding, technical ability, value and attitude) which has been validated through previous studies was used. As a result, among the total 12 items in the social relations area of Korea, the four indicators of the global civic education course for 3 to 5-year-old children were about power and governance, and three items were related to the issue interest in the environment and commitment to sustainable development. In Japan, four and three clauses were relevant in the ‘power and governance’ and ‘cooperation and conflict resolution’ indicators, respectively. The indicators of the 3 to 5-year-old children s global civic curriculum, which are common in the social relations and human relations between Korea and Japan, were power and governance and cooperation and conflict resolution -related indicators. When measuring the content percentage of the 3 to 5-year-old children s global civic curriculum index in the social relations and human relations areas of the Korean-Japanese kindergarten curriculum in terms of the three categories of Oxfam― knowledge and understanding, technical ability, and value and attitude ―Korea took up 41.6% in the index of knowledge and understanding and value and attitude respectively. Japan had 46.1% in ’technical ability’, 38.4% in ’knowledge and understanding,’ and 15.3% in ’value and attitude.’ These results implies the importance of global citizenship education for young children, the need of in-depth research on the contents, and the necessity of integrated approach to the whole area of the kindergarten curriculum.