The purpose of the study is to formulate an analytical model which is to explain the enactment process of early childhood education law. Based on the literature review it explored the characteristics of early childhood education law and policy patterns. It also compared the educational policy-making models and formulated the analytical model. Prior policy studies suggested that the participants in law enactment influenced greatly the structure and contents of the policy. It also showed that the policy approaches explain different aspects of the law enactment process. For example, institutional approach deal with on the formal structure and procedure of the policy, plural approach does on relations among the participants, system approach does on the interaction of political actors and environment. The early childhood education law has shown the policy patterns such as redistributive policy and competitive regulative policy. Then, it compared the policy-making models such as Easton\', Mazzoni\', Campbell & Thomas\', and Sharkanski\' in what degree they explain the enactment process of the law. Campbell and Thomas\' and Mazzoni\' were chosen finally as the analytical model for the enactment process of early childhood education law. The main contents of the analytical model are as follows. The enactment process of the law can be dealt with the phases such as environment(basic forces)－input(precedent movement)－conversion process(political activities among actors)－output(formal enactment). Especially it utilize the Mazzoni\' power-influence approach for the conversion process of the law enactment since Mazzoni\' could help to analyze the goals, resources, motives and strategies, networks, and negotiations among the participants.