The purpose of this study is to analyze the self-assessment of the childcare practice log and the contents of the post-practice record to find out what the pre-service teacher experienced in the childcare field practice. To this end, text mining, degree centrality, and CONCOR analysis were conducted on the contents of the self-assessment written by third-year students of the Department of Early Childhood Education at D University during the six-week childcare practice period. For text mining analysis, TF and TF-IDF were calculated through word frequency analysis and 50 keywords were selected. Degree centrality and CONCOR analysis were conducted through network analysis. The results of the study are as follows. First, as a result of text mining analysis, 'play', 'talk', 'picture book', 'friend', 'block', 'organization', 'toy', 'color', 'interaction', 'homeroom teacher', 'picture' ' was found to have a significant influence. Second, as a result of CONCOR analysis, a total of 4 clusters were formed. By referring to the keywords for each cluster, they were named ‘play for infants and young children’, ‘roles of pre-service teachers’, ‘observation and support for play’, and ‘daily life of young children’. Based on this, it was analyzed that pre-service teachers pay attention to the characteristics of free play, interactions, and conflicts between infants through the words that appeared in the upper ranks in the text mining analysis. In addition, for efficient practice guidance, it was suggested that the professor in charge of the university use ZOOM to share the problems experienced by pre-service teachers and to discuss about solutions during the childcare practice period.