유치원 특수학급 유아특수교사의 「2019 개정 누리과정」에 기초한 놀이 중심 교육과정 재구성 경험에 관한 질적 연구

Abstract

The purpose of this study is to find out the experience of restructuring a play-centered curriculum based on the「2019 Revised Nuri Curriculum」through in-depth interviews. To this purpose, in-depth interviews were conducted using semi-structured questionnaires with 4 early childhood special teachers with more than 5 years of experience working in special classes in public kindergartens. As a result of data analysis, 4 upper categories, 16 lower categories, and 49 concepts were derived. The results of this study are summarized as follows. First, early childhood special education teachers recognized themselves as curriculum designers and made efforts in various ways to restructure the play-centered curriculum. Second, early childhood special education teachers restructured the play-centered curriculum through their own practical knowledge and experience, and through this, they had various experiences. Third, the early childhood special education teachers were creating a dynamic but stable curriculum with their children. Fourth, early childhood special teachers demanded various support measures for the reorganization of the curriculum. This study is meaningful in improving the quality of special education for young children with disabilities by examining the process of restructuring the play-centered curriculum by teachers in the「2019 Revised Nuri Curriculum」, which emphasizes teacher autonomy and expertise, and strengthening teachers’ competence.