코로나19 상황에서 예비보육교사의 보육실습경험과 보육실습에 대한 원장의 생각

Abstract

Objectives In this study, the childcare practice experience of childcare trainees operated in the situation of COVID-19 was confirmed, and the ideas of the daycare center manager toward non-face-to-face childcare practice was analyzed to examine ways to improve childcare practice through the parallel between non-face-to-face and face-to-face practice. Methods A childcare practice diary of 30 third-year students from the Department of Early Childhood Education at a 4-year university in Gyeongsangbuk-do, a reflective self-evaluation of childcare trainees, a survey on childcare practice patterns, and a survey on childcare practice experiences was conducted. In addition, written interviews were conducted on 20 directors of national and public daycare centers in Gyeonggi-do and the contents were analyzed. Results The childcare practice experience of childcare trainees in the COVID-19 situation was analyzed by understanding the practice daycare center, daily routine guidance, writing childcare practice-related documents, and teacher feedback. It was analyzed that for effective childcare practice, childcare trainees are requesting support to enhance understanding of the individuality of infants and toddlers and to familiarize themselves with different childcare practices by each institution in advance and for support for quick adaptation. The directors of the daycare center generally had negative thoughts about non-face-to-face childcare practices. However, it was analyzed that the production of educational contents to help the understanding of childcare practices according to age was perceived positively. Conclusions Considering the analysis that non-face-to-face practice is possible, a plan to improve childcare practice found in the COVID-19 situation was suggested in terms of fulfilling the role as a childcare trainee and supporting the effective operation of childcare practice. In fulfilling the role as a childcare trainee, it is necessary to provide opportunities and contents to enhance the understanding of the individuality of infants and toddlers, and to operate childcare practice so that daily life, play, and activities including daily life and activities can be provided. In terms of support for effective childcare practice operation, it is necessary to provide practical orientation, sufficient feedback from supervisors, and education and content related to document preparation related to childcare practice. Therefore, if contents that can supplement face-to-face practice are produced as contents, and non-face-to-face practice and face-to-face practice are carried out concurrently, it is expected to be a more effective childcare practice.