The purpose of this study is to develop a rhythm based movement program for 2-year-olds and to analyze the effects on it in the field of early childhood education.

For these purpose, the research questions are as follows:
1. What are the development process of a rhythm based movement program for 2-year-olds?
1-1. What are the purpose and goals of a rhythm based movement program for 2-year-olds?
1-2. What are the contents of a rhythm based movement program for 2-year-olds?
1-3. What are the teaching-learning methods of a rhythm based movement program for 2-year-olds?
1-4. What are the evaluation methods of a rhythm based movement program for 2-year-olds?

2. What are the effects on a rhythm based movement program for 2-year-olds?
2-1. What are the program effects on toddler''s fundamental motor ability?
2-2. What are the program effects on toddler''s social-emotional development?
2-3. How do the toddler''s responses in the process of implementing a rhythm based movement program for 2-year-olds?

First, a rhythm based movement program for 2-year-olds was developed through five phases of “Analysis - Design - Development - Implementation - Evaluation” in accordance with ADDIE model development process. In the “Analysis” phase, conducted literature reviews of the core subjects to prove a rationale for the program composition. In addition, the researchers conducted field observations, child-care teacher interviews, and surveys to investigate the needs of the program. In the “Design” phase, selected the directions of the program development in terms of purposes and goals, education contents, teaching-learning methods, and evaluation methods, which reflected the needs examined in the analysis phase. In the “Development” phase, the proposal of the program was revised to reflect validation by experts in educational theories and on-site. Based on the revised proposal of the program, educational subjects, activity contents and instructional materials for each activity were developed. In the “Implementation” phase, the draft of the program was applied. In the “Evaluation” phase, analyzed the results of the implementation phase and confirmed the field suitability and validity of the program. Reflecting the evaluation results, the final version of “A Rhythm Based Movement Program for 2-year-olds” was completed.
The specific contents of the program developed through this process are as follows:
The purpose of a rhythm based movement program for 2-year-olds were to achieve whole development based on physical, social, and emotional development, as well as to enjoyment through moving and adjusting the body. To achieve these purpose, the goals were to enhance positive body awareness, to moving and adjusting the body, to achieve fundamental motor ability and social-emotional development, and to enjoy participating in movement activities.
The education contents of a rhythm based movement program for 2-year-olds were consisted of perceptual motor movement, fundamental motor movement, and rhythmic movement.
The principles of teaching-learning among teaching-learning methods of a rhythm based movement program for 2-year-olds were principle of individualization, principle of interest-basis, principle of exploration-basis, and principle of interaction. The teaching-learning stages were preparation activity - opening activity - body of the activity - closing activity - extension activity. The teaching-learning strategies were direct method including demonstration and participation, indirect method including exploration and repeatedly support. The teacher’s roles were as a planner and operator, encourager, demonstrator and collaborative participator, positive interactor and evaluator.
The evaluation methods of a rhythm based movement program for 2-year-olds were consisted of toddler evaluation and program evaluation. The toddler evaluation methods were self-evaluation of 2-year-olds, evaluation by teacher observation, and evaluation by test tools. The program evaluation methods were a way for the teacher to evaluate the composition, operation and execution of the program and teacher''s role performance.

Second, in this study, the researcher examined the effects of a rhythm based movement program for 2-year-olds. The subjects of this study were conducted on 28 who two-year-olds toddler from two nursery schools(experimental group of 14 children, comparative group of 14 children). The experimental treatment was conducted 20 times in total during 12 weeks from May 8 to July 27. While the experimental group participated in a rhythm based movement program for 2-year-olds, the comparative group conducted the general movement activity by standard child-care curriculum. After that, the researcher tested the fundamental motor ability and social-emotional development of each group. The collected data were analyzed by ANCOVA in order to discovery the differences between the two groups. In addition, qualitative research was conducted to investigate experimental groups responses in the process of implementing the program.
According to the results, the pre-test was no statistically significant difference between the two groups. However, the experimental group was statistically significantly higher than the comparative group in the post-test. This suggests that a rhythm based movement program for 2-year-olds has a positive effect on the improvement of fundamental motor ability and social-emotional development of two-year-old 2-year-olds. Also, according to the result of analyzing how the toddler''s responded during the implementation of a rhythm based movement program for 2-year-olds, 2-year-olds perceived their own physical rhythms by experiencing various types of fundamental motor abilities in line with rhythm elements. Expressing more accurate and complete non-locomotor movements, locomotor movements and manipulative movements, and happily participated in movement activity. And, infants experienced basic emotions during the implement process and formed self - concept. In the process of movement activity with peers, 2-year-olds experienced self - regulation and formation of social relations.

In conclusion, a rhythm based movement program for 2-year-olds developed in this study was effective in improving two-year-old toddler''s fundamental motor ability and social-emotional development. The results of this study can provide the rationale and implications of a rhythm based movement program for 2-year-olds to be used as an effective teaching-learning method in infancy.