The purpose of this study was to analyze and compare the articulation of kindergarten curriculum and the first grade with emphasis upon social development. The study was primarily based upon analysis of literature and class observation applying descriptive and analytic approach for its methodology. The subject for the study included 4 kindergartens and 4 elementary schools in Kwang-ju city and Chonnam province for the classroom observation. The instructional process of the class was analyzed in terms of articulation of the quality. A number of approaches were undertaken, such as interschool comparison of teaching contents, syllabus, and teaching methods and analysis of issues and problems in regard to social development related curriculum. The data for the study were collected through the review of literature and resources, observation of class teachers who were teaching subjects related to the topic, analysis of 「curriculum guides for teachers」 by the Ministry of Education, interviews with many concerned teachers, principals and supervisors at the Board of Education. The results and the recommendations from the study were as follows : 1) Curriculum contents should be analyzed and systematically planned in a coordinated manner to enhance the relationship. 2) Teaching concepts and syllabus should be organized and specified for field teachers. 3) Improvement of teaching method is more important for articulation of the relationship beween two institutions rather than defining clearcut range and scope of the subjects taught. 4) Various types of teacher traning process and resource materials should be provied to teachers such as those related to inquiry and professional teaching methods.