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KMID : 1022520230270020067
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Journal of Play Therapy
2023 Volume.27 No. 2 p.67 ~ p.81
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Exploration of childcare teachers' experiences in implementing play-centered childcare curriculum for infants
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Park Kyoung-Min
Lee Jin-Wha
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Abstract
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This study was to identify the experiences of childcare teachers in the process of implementing a child-centered/ play-centered childcare curriculum and to derive implications necessary for effective implementation. 10 teachers in D region participated. They were divided into two groups of five teachers according to the type of child care center they worked in, and focus group interviews were conducted twice for each group. The results of each focus group interview were transcribed and then categorized according to themes. The results were as followed.
First, childcare teachers experienced ‘the boundary and ambiguity of infant-centered’, ‘differences in interpretation between teachers and parents on play-centered’. And also, they experienced difficulty due to the increase of play support for infants. Second, childcare teachers found that infants experience joy, pleasure, and learning in self-directed play. Thus, childcare teachers found that they needed to change themselves to understand and practice the play-centered curriculum. Based on the results, the necessity of preparing realistic guidelines, reducing the ratio of infants per teacher, and providing various opportunities for teacher education was discussed.
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KEYWORD
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play centered, child care curriculum, infant-centered, focus group interview
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