소규모 어린이집 학습공동체 활동을 통한 유아중심놀이 실행에서의 경험적 의미 탐색

Abstract

Objectives The purpose of this study is to establish a learning community culture in small-scale daycare centers by sharing the difficulties experienced by teachers in child-centered play and finding ways to support children's play. Methods Cases of support for children's play were collected in the process of implementing child-centered play through the learning community activities of the director of a small daycare center and two early childhood teachers, and the empirical meaning was qualitatively analyzed. Results The empirical meaning of child-centered play through learning community activities is as follows. First, in the process of accepting child-centered play, teachers constantly questioned whether the concept of child-centered play that I understood was correct, and felt it was difficult to find the right direction. Second, teachers were experiencing a dilemma in that the child-centered play practiced was different from the direction of play that parents wanted. Third, Teachers shared the contents of infant-centered play through learning community activities, provided emotional support, and had confidence in solving problems. Fourth, teachers grew into reflective thinking on their own and positively changed through mutual feedback through learning community activities. Conclusions The teacher learning community activity in the small-scale daycare center became a driving force to support children's play as teachers shared difficulties and problem solutions for child-centered play, It had a positive effect on the settlement of child-centered play. Therefore, in order for the director and the teacher to support child-centered play together, the learning community activities that consider the characteristics of each institution should be continued.