본 연구는 어린이집에서 근무하는 유아반 교사의 전문성 발달 수준이 유아권리존중 보육실행에 미치는 영향에 있어서, 유아권리인식이 매개하는지 검증하고자 한 것이다. 본 연구의 대상은 서울 경기지역에 소재한 어린이집에 근무하는 보육교사 중, 현재 만 3, 4, 5세 유아반을 담당하는 보육교사 226명이다. 본 연구는 보육교사의 전문성발달수준, 권리존중보육, 유아권리인식의 관계를 알아보기 위해 상관관계분석을 실시하였다. 또한, 보육교사의 전문성발달수준과 권리존중 보육실행의 관계에서 유아권리인식이 매개변인으로서 역할을 하는지 알아보기 위하여 Baron과 Kenny(1986)의 매개효과 검증절차에 따라 위계적 회귀분석 후 통계적 검증을 위한 Sobel Test를 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 보육교사의 전문성발달수준과 권리존중보육, 유아권리인식은 모두 정적상관관계가 나타났다. 둘째, 보육교사의 전문성발달수준과 권리존중 보육실행 미치는 영향력에서 유아권리인식은 부분매개효과가 나타났다. 본 연구결과가 영유아를 위한 권리존중 보육실행에 있어, 보육교사의 질적인 요인 즉, 교사의 전문성과 유아권리인식을 향상시키는데 기초자료로 활용되기를 기대한다. The purpose of this study is to investigate the relationship between child care teachers' professional development level, and respect of the rights of child care and child rights awareness. This study verifies whether the awareness of the rights of infants and toddlers is mediated by the relationship between the level of professional development of the nursery teachers working at day care centers and the performance of child care respect for infants and toddlers. The subjects of this study are 226 nursery teachers who work in nursery schools located in Gyeonggi Province, South Korea. The teachers are in charge of a nursery school for 3, 4 and 5-year-old children. The Baron and Kenny (1986) Sobel test was performed to find out whether the awareness of infant rights plays a mediating role in the relationship between the level of professional development of childcare teachers and the implementation of child rights education. The results of this study are summarized as follows. First, the level of professional development of child care teachers, the respect of childcare rights, and the awareness of the rights of infants and toddlers were all positively correlated. Second, the awareness of the rights of infants and toddlers in child care teachers' professional development level and the influence of respecting child care rights implementation showed partial mediation effect. Third, we found that the level of professional development of the teachers influence the implementation of respecting the rights of child care. Fourth it is meaningful to know the influence in more detail. Therefore, it is expected that this study will be used as exploratory research to improve the inherent qualitative factors of child care teachers in the practice of respecting the rights of infants and toddlers.