Abstract
Objectives This study aims to explore the awareness of infant teachers regarding play-centered curriculum practices, based on the emphasis on ‘a play-centered curriculum’ in the 4th Standard Childcare Curriculum.
 Methods To achieve this, the Photovoice research method was implemented with 10 lead teachers in infant classes from childcare centers in the G region of Gyeongsangbuk-do. The participants utilized photos they captured themselves to collect research data, engaging in discussions and expressing their voices. The collected data underwent analysis procedures of selection, contextualization, and categorization.
 Results Subcategories of infant teachers' awareness of play-centered curriculum practices emerged through this study, including play as a way of life, positive emotions from play, characteristics of play, new possibilities and opportunities, change for growth, teacher interactions, and collaboration with parents. These were categorized as play-centered curricula shaping the child's past and present, vibrant play-centered curricula fostering the child's uniqueness, and resonant communication-driven play-centered curricula.
 Conclusions Based on these findings, it is significant to highlight that play-centered curriculum practices contribute to supporting the growth and development of infants, emphasizing the importance of collaboration between teachers and parents in enhancing their effectiveness.
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