Planning and Practice of Children's Learning Environment: A Case Study of Preschool Expert Teacher

Abstract

This study adopts the case study of qualitative research, and the purpose of the research is to explore the current situation of an expert preschool teacher's planning in the learning area and teaching practices. The participant in this study is an expert teacher with ten years of teaching experience. The data was conducted by collecting interviews, observing classrooms, and reviewing teaching logs. The findings of this study are as follows. The expert teacher employed a child-centered approach when considering learning areas arrangement priorities and the management of the children's projects. She connected unit teaching and learning area activities to provide children with comprehensive experiences, used diverse methods to solve teaching resource shortages, viewed the teacher and children as participants of the classroom environment, and appropriately intervened in the children's games through observer, demonstrator, and leader roles. Besides, the expert teacher believe that learning areas activities have a positive impact on children's learning and development. Based on the research results, it can provide reference for teacher education programs, preschool and novice teachers.