중국 안지놀이 유치원 교사의 놀이중심교육 실천 사례 연구

Abstract

Objectives This study examines the process by which the recognition of children's right to play, which explains the practical competency of play-centered education of Chinese Anji kindergarten teachers in a meaningful way, is formed and how it is implemented in the field of play-center education.
 Methods To this end, for about three weeks from March 14, 2022, to April 2, 2022, a study was conducted in Anji County, Huzhou City, Zhejiang Province, China, focusing on participatory observation, in-depth interviews, and literature data analysis. A case study was conducted at K Kindergarten.
 Results The meaning of play-center education practice for teachers at Anji K Kindergarten was defined as an ‘a teacher who constantly strives to support real play’, ‘belief in children, the core of play-center education’, ‘a compass for expanding children's exploration activities and play’, ‘going together for a long time’ was divided into 4 categories, and each of them was further divided into subcategories and presented as nomads. Specifically, first, teachers did not recognize children's right to play from the beginning and had a high competency in practicing play-centered education at K kindergarten. Second, K kindergarten teachers believe that the main character of the classroom is an infant, which is much better than the teacher thinks. They keep themselves safe in the midst of adventure and challenge and believe that all children have their own inherent speed in them. Third, teachers of K kindergarten are developing the children’ power to observe, record and through large group sharing. Fourth, one nursery school (保育员) who is in charge of cleaning and preparing meals for each class of K Kindergarten. As a kindergarten leader, constantly requested financial support necessary for education from the government and overcame difficulties to reach the current play-centered education system.
 Conclusions First, it was confirmed that the high level of play-center education practice competency of Chinese Anji kindergarten teachers was not achieved in a short period of time, but through many years of effort. Second, it was confirmed that Anji kindergarten teachers in China fully believed in children. Third, it was confirmed that Anji kindergarten teachers had enough opportunities to expand children's play and reflect on their experiences daily.