This study attempted to develop a drama centered on infants by using picture books without writings in the early childhood education field and to examine the educational changes and meanings that appear in infants during the process. To this end, by applying a practical research method, participatory observation and interviews were conducted while conducting drama activities for a total of 12 weeks for 20 infants in the 5-year-old happiness class at the S daycare center alone. As a result, first, the first implementation process was “becoming familiar with picture books in an allowed atmosphere and freely decorating stories,” “Actively participating in preparing a drama with responsibility for its role,” and “respecting the evaluation process of infants and actively reflecting new ideas.” In the second round of implementation, it was developed into “making a richer story with playwright infants in the active interrogation of teachers” and “voluntary expansion of participation based on infants" own experiences.” The third implementation consisted of the processes of ‘creating a dialogue-oriented drama that leads infants to immerse themselves more vividly’ and ‘preparing and developing discussion-oriented drama activities based on problematic situations. Second, the educational changes and meanings that appeared in the implementation of infant-centered drama activities were “infants expressing new thoughts and ideas in various ways” and “infants who enjoy active participation and cooperation with peers.” Through the results of this study, basic data and educational implications necessary for the implementation of more voluntary and active infant drama activities in the early childhood education field were provided.