영아반 교사의 놀이중심 보육과정 실행의 어려움 극복과 지원 탐구

Abstract

Objectives The purpose of this study is to examine the difficulties faced by infant class teachers in implementing play-centered childcare curriculum and to devise measures to solve the problems in response to requests for support.
 Methods The study participants were 4 teachers and 21 infants from a workplace daycare center located in I-si, Gyeonggi-do, and the study was conducted from May 2, 2022 to October 31, 2022. Data were collected through two participant observations, three in-depth interviews, one consultation, and documents. Data analysis was conducted by qualitatively classifying the transcribed content into lower-level, and upper-level categories through thematic coding and meaning creation process.
 Results The research results are as follows. First, It was found that infant class teachers were experiencing difficulties due to the individuality of infants, difficulties in play support, ambiguity in intervention, internal interference factors, interaction, difficulties in practice, and excessive workload in implementing the play-centered child care curriculum. Second, ways for infant teachers to overcome the difficulties they face in implementing play-centered childcare curriculum and receive support include changing their perception of play, reflective thinking through self-study, sharing concerns about play, recognition of teachers' autonomy, and training to improve professionalism, and managing job stress.
 Conclusions Based on the results of this study, In conclusion, infant teachers are able to overcome the difficulties they encounter in the process of implementing a play-centered childcare curriculum on their own through 1:1 customized support with the director. on the one hand, overcome through consultation between fellow teachers through community activities.