영유아 놀이에서 교사의 역할과 지원 경험에 대한 연구

Teachers’ Roles and Support Experiences in Early Childhood Play-Based Learning

Objective: This study examines the roles and support experiences of early childhood teachers in play-based learning through a phenomenological lens. It aims to explore how teachers perceive their roles and navigate challenges while facilitating play in early childhood education settings. Methods: This qualitative study employed a phenomenological approach, conducting in-depth, semi-structured interviews with four early childhood teachers. Participants were purposefully selected based on a minimum of three years of teaching experience in diverse early childhood settings. Data were collected over eight weeks and analyzed using Giorgi's phenomenological method. Results: The analysis yielded 74 statements, 21 sub-components, 11 components, and four major themes. The four major themes identified were “Types of Play,” “Teacher’s Role,” “Limitations of Play Support,” and “Teachers’ Perception of Play.” Conclusion/Implications: The findings highlight the critical role of teachers in fostering supportive play environments while balancing pedagogical goals with children’s autonomy. Professional development programs emphasizing reflective practices, play facilitation skills, and emotional support strategies are essential for enhancing early childhood education outcomes.