놀이중심 교육과정에서 유아교사의 유아문학교육에 대한 경험

Abstract

Objectives The purpose of this study is to explore the experience of how early childhood teachers conduct literature education for young children in a play-centered curriculum.
 Methods The participants in this study were 20 early childhood teachers working at an early childhood education institution in Gyeonggi-do, who were taking the ｢Literature Education for Young children｣ course at the Graduate School of Education of A University. The participants collected reflective journals about what they experienced and felt about literature education for young children while implementing the play-centered curriculum, analyzed the data, and then qualitatively analyzed it.
 Results As a result of analyzing the experience of literature education for young children in the play-centered curriculum, firstly, the early childhood teachers supported the environment for early childhood literature in the play-centered curriculum. Second, early childhood teachers made efforts to conduct literature education for young children while operating a play-centered curriculum. Depending on the teacher's personal background and the situation of the institution, the importance of literature education in the curriculum varied, and literature education was carried out independently from the curriculum, or play and literature education for young children were linked or operated in harmony.
 Conclusions Based on the results of this study, early childhood teachers' experiences in literature education for young children and their thoughts were examined. This study has significance in providing the necessary basis for early childhood teachers to seek ways to implement substantial literature education for young children and to promote the quality improvement of literature education for young children in the field.