Initial Experience of Preschool Learning Environment Planning: Perspectives of Teachers

Abstract

This research explored the initial experience of planning and practice of the preschool learning area from the teacher's perspectives. The study adopts the case study of qualitative research. The participants were two preschool teachers. Data were collected with interviews, observing classrooms, and teaching logs. This research revealed that teachers encountered insufficient information in the learning areas; they adopted a teacher-centered approach when considering learning area priorities; they were unable to adopt effective use of children's projects. The teachers agreed that learning area planning positively influences children development. However, the teachers did not view children as participants in the learning environment, and she verbally warned children to stop arguing when playing and intervened in children's games at inappropriate times. Furthermore, the teachers’ strategy of solving teaching resource shortages was overly simple. Although the teachers' classroom space possessed a spatial configuration of learning areas, the learning areas were arranged from the teacher-centered approach. Based on the research results, it can provide reference for teacher education programs, preschool and preschool teachers.