직장어린이집 교실에서 일어나는 위험한 놀이에 관한 유아반 교사의 경험 연구

Abstract

Objectives This study aimed to understand the experiences of early childhood teachers about risk play in the classroom, and in particular, paid attention to the complex effects of the physical and social characteristics of the workplace child care center.
 Methods The investigator selected six early childhood teachers that were concerned about risky play in the classroom at workplace child care centers. They were interviewed with visual methodology in 24 sessions about 22 weeks, analyzed through four stages: transcription, abbreviation by subject, semantic categorization, semantic conceptualization.
 Results First, teachers used the predicted degree of injury, the possibility of learning, the existence of prior consultation, existence of rules as criteria for acceptability, and divided the experience into risk-taking challenging play and risky behavior. Based on this, risk-taking challenging play is to use risky materials attributes or utilization of materials in this way, but challenging the limitations of the body or environment was considered risky behavior. Second, teachers expressed difficulties due to fear for injuries and external negative perception, violation of classroom management rules. They had experiences uncertainty where physical safety is not guaranteed, deviating from the purpose of education, freewheelingness against the static order, collisionality against manners for others. Third, despite, the teachers were having new moves such as encouraging challenges to risky play, change the meaning of infants' free bodies in the classroom, think about conflicts and boundaries in space, and cooperate with parents and faculty. In addition, Teachers demanded manpower, communicate and understand about risks and safety, time to think about classrooms and risky play, opportunities to share cases and educate.
 Conclusions Teachers had a movement to understand child-risk-space as an integral element, away from rigid boundaries inside and outside the classroom and the restrictive meaning of risk and education. Therefore, it suggests educational subjects become collaborators of risky play and create a self-sustaining meaning.