Abstract
Objectives The current study aims to examine the perceptions and difficulties of early childhood pre-service teachers regarding infant and toddler observation through the method of metaphor analysis.
 Methods One hundred nineteen pre-service teachers who had different academic and practical experiences (freshmen vs. juniors) participated in this study. Freshmen have not had an official chance to observe young children and have not taken the course related to child observation yet, while as juniors have experienced official child observation through their previous practicum and already have taken or are taking the course related to child observation. An open-ended survey questionnaire that requests the participant’s metaphor and their own reasons, and specific difficulties regarding infant and toddler observation was distributed. Data was analyzed in four steps, which include labeling -clarification and elimination -categorization -agreement processes.
 Results Respondents’ metaphor was characterized into three categories: a key of supporting young children and their play, a required responsibility as a teacher, and a portfolio as a collection of child characteristics. Regarding the difficulties of infant and toddler observation, the majority of pre-service teachers concerned (other) children’s safety while focusing on one child for observation and errors of observation such as lack of objectivity or misinterpretation.
 Conclusions The study finding can contribute to curricula development and practicum experiences by reflecting pre-service teachers’ perceptions, priorities, and concerns regarding child observation.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Korean Association For Learner-Centered Curriculum And Instruction
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
