Abstract
Objectives The purpose of this study is to examine changes in early infant teachers perceptions and attitudes toward play support through picture book-centered learning community activities. Methods To this end, eight infant teachers at S Daycare in Gyeonggi-do conducted play using picture books in each class and shared play cases through learning communities in eight sessions. Data was collected through the diaries of presenters and participants, group interviews, etc., and the collected data went through a classification process to analyze and reinterpret them according to theme. Results To summarize the research results, first, changes in the perception of infant teachers play support through a picture book-centered learning community can be divided into play that started by chance, play through changes in space, and play mediated by picture books. Second, the change in attitude toward play support among infant teachers through a picture book-centered learning community can be broadly divided into teachers who ask questions, teachers who communicate, and teachers who work with picture books. Conclusions In this study, it was found that teachers re-recognized the starting point of infant play through a picture book-centered learning community, and that this led to changes in educational approaches to supporting infant play. By providing actual examples of play support methods using picture books, it is meaningful in improving teachers' expertise through effective communication and cooperation, and providing basic data to improve the quality of child care services through play support services using picture books.
Published Version
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