예비유아교사의 물질과 내부작용하는 놀이경험의 의미

Abstract

Objectives This study sought to examine the meaning and appearance of material intra-action in play experience of pre-service early childhood teachers. Methods The participants were eight students took the course ‘instructional principles on subject areas in early childhood education’ for the third grade in the department of early childhood education at K university in Deugu. The participants in groups chose which material is played and had time to play with the materials. The data was collected in various ways through photography and video, the reflective journals, field notes, and research diaries. Results The appearance of intra-action with materials is to become a play-agency through encountering the complex signs, a competent player with different repetitions, and breakout of play with entanglements of humor and imagination. The play experience provided pre-service teachers with the opportunity to entangle with materials and to contemplate the nature of play. Conclusions This study suggests that the play process in which pre-service teachers explore materiality is truly the nature of play and found the value of play in exploring materiality. For the settle down of children-led play, which is noted in the 2019 revised Nuri curriculum, this research suggest that pre-service teachers should have experience not simulation classes but the opportunity to experience the nature of play.