놀이지원에 대한 사립유치원 교사의 목소리

Abstract

Objectives The purpose of this study were to identify the current address of the role of a teacher as a play supporter by listening to the voices of private kindergarten teachers' concerns about play support and provide basic data for desirable play support expected by the revised Nuri Curriculum. Methods For this study, 8 private kindergarten teachers in J city were selected as research participants, and 2-3 interviews were conducted to analyze the data through the process of “coding-categorization-drawing a thems” based on the transcribed data and field data such as play journals. The process of data collection and analysis was carried out cyclically through continuous discussions among researchers, and validity was sought through the review of research participants. Results First, private kindergarten teachers had concerns such as “the same play yesterday, today, and tomorrow,” “curious play, teacher asking questions,” and “difficulties outside the teacher's domain” in the play support process. Second, the efforts of teachers in the play support process were analyzed in the form of ‘teachers who reflect on themselves’ and ‘teachers who get to know each other alone and together’. Conclusions Therefore, this study is meaningful in that it identified whether the amusement support expected by the revised Nuri curriculum is actually being operated at the kindergarten site and the concerns and efforts of the amusement support through the voices of teachers.