공립유치원 교사의 자유놀이에서 실내 놀이공간 구성에 대한 인식과 실천

Abstract

Objectives The purpose of this study is to explore kindergarten teachers' perceptions of the composition of indoor play spaces and their experiences in the practice of play support during free play time in public kindergartens.
 Methods 9 public kindergarten teachers in Seoul and Gyeonggi-do participated in the study. For data collection, in-depth personal interviews were conducted for 90 to 100 minutes, and classroom layout and play photos and records of children were collected and analyzed. For data analysis, interviews were repeatedly read, analyzed by subject, and categorized, and triangular verification was conducted by two early childhood education experts.
 Results Public kindergarten teachers recognized that the play area was flexible, and that a balance between children and teachers was needed as the owner of the play space. n the classroom, the play area was integrated and subdivided, and a new theme play area appeared in the central space of the classroom. Hallway play connects classes and classes, and children experienced various relationships in it. Teachers immediately provided play materials and provided support by decorating the classroom's wall environment with banners. Teachers found it difficult to organize and organize the classroom space due to meals, the ‘after-school course class’ and classroom sharing difficulties. In addition, there were many social role plays and difficulties in guiding children playing alone.
 Conclusions Public kindergarten teachers recognized the flexibility of indoor play areas and provided various play support, but there were also difficulties in organizing the space. In order to solve this problem, it was found that understanding and cooperation between teachers and children, as well as teachers and teachers who are the owners of indoor spaces, were necessary.