This study aimed to examine the serial multiple mediating effects of play teaching efficacy and support competence on the relationship between early childhood teachers' teaching creativity and teacher–child interactions. A survey was conducted among 333 early childhood teachers working in Seoul and Gyeonggi-do, South Korea. Data were analyzed using PROCESS macro (Model=6). Results revealed the following points. First, play teaching efficacy and play support competence fully mediated the relationship between early childhood teachers' teaching creativity and teacher–child interactions. Second, play teaching efficacy and play support competence had serial multiple mediating effects on the relationship between early childhood teachers' teaching creativity and teacher–child interactions. These findings provide a basis for improving the quality of early childhood teachers' teaching creativity, teacher-child interactions, play teaching efficacy, and play support competence, which may have meaningful practical implications for the implementation of the 2019 revised Nuri curriculum of Korea.