FGI 분석을 통한 유아교사의 놀이중심교육과정 실행 역량 탐색

• 영문명: Exploring the Play-centered Curriculum Action Competence of Early Childhood Teachers Based on FGI Analysis
• 발행기관: 한국보육지원학회
• 저자명: 이원미(Wonmi Lee) 권연희(Yeonhee Kwon)
• 간행물 정보: 『한국보육지원학회지』제16권 제4호, 93~110쪽, 전체 18쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2020.08.31

영문 초록

Objective: The purpose of this study was to explore the early childhood education teacher s ability to implement play-centered curriculum that is recognized by an early childhood education expert based on an analysis of focus group interviews. Methods: Two professors of early childhood education, two directors of daycare centers, and two early childhood education teachers participated in the focus group interview. The interview was conducted three times. The interviewed data were categorized and compared. Results: The action competence of the play-centered curriculum required for early childhood teachers were categorized into the following categories; comprehending play, recognizing play, and practicing child-centered play. Detailed factor competencies were required for understanding play, reflective thinking, reading play, recording play, playing like a child, and supporting play. Conclusion/Implications: For actualizing play-centered curriculum, early childhood education teachers needed to comprehend, recognize, and practice for child’s play. Furthermore, we discussed the necessity and direction of teacher education to improve the teacher s action competence for play-centered curriculum.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 결과 및 해석

Ⅳ. 논의 및 결론

키워드

early childhood teacher play-centered curriculum action competence focus group interview