어린이집 유아교사의 놀이-배움 잇기를 위한 기록 실천 개선 연구

A Study on Strengthening Early Childhood Documentation Practices for Linking Play to Learning

Objective: This study investigates how an early childhood teacher enhanced her documentation practices and explores the evolving meaning of documentation throughout this process. Methods: Using an action research approach, a preschool teacher collected data over a one-year period, from February 2023 to February 2024. The data sources included teacher- and child-generated documentation, a research journal, and conversations with a mentor professor. Thematic analysis yielded five key findings. Results: First, the teacher developed her own documentation style, integratingit into daily routines and uncovering subtle aspects of children’s behavior. Second, she practiced “loosen” documentation, which allowed for flexible observation, reflective thinking, and the identification of play worth supporting. Third, she engaged in participatory documentation with children, enhancing her capacity to support play in meaningful ways. Fourth, through negotiation with institutional expectations, she expanded her professional autonomy and redefined the boundaries of documentation. Finally, she created documentation that connected play and learning, deepening her understanding of play-based curricula. Conclusion/Implications: These findings suggest that documentation is not merely a record, but a dynamic tool for reflection, professional growth, and responsive teaching. Teacher education programs should cultivate environments that empower educators to develop autonomous and meaningful documentation practices within their own contexts.