This study aims to analyze differences in teachers’ perceptions of teaching methods in early childhood language education, divide it into oral and written language areas, and propose directions for effective teaching methods to support future language development in early childhood. The study included 188 kindergarten and daycare teachers and utilized SPSS 26.0 to calculate the mean and standard deviation, as well as one-way ANOVA and Scheffé post-hoc analysis for each items in oral and written language area. The results, which examined and analyzed differences in teachers’ perceptions of teaching methods in oral and written language in early childhood education based on the age of the class they taught or teach, are as follows. First, oral language teaching methods were considered more important than written ones in general. Second, there were differences in perceptions among teachers based on the age of the class they taught or teach in terms of supporting reading and writing experiences, providing writing experience, and providing integrated writing experiences based on picture books. This study found that teachers rated emergent literacy education support as highly important in both oral and written language teaching methods. Furthermore, the study is significant because it explored appropriate educational support directions for different developmental stages based on age.