Exploring Early Childhood Teachers’ Experiences of the Play Supporter Role in Implementing a Play-Based Curriculum
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The purpose of this study was to explore early childhood teachers’ experiences with the play supporter role in implementing a play-based curriculum, with the aim of deepening understanding of their roles and identifying ways to support them. Four teachers working in early childhood institutions in Chungcheongbuk-do, Korea, participated in the study. Data was collected between April and June 2022 through in-depth individual interviews, reflective journals, and curriculum-related documents. Using qualitative analytic procedures, the researchers repeatedly reviewed interview transcripts and journals, categorizing and thematizing the data to generate core findings. The analysis revealed five themes characterizing teachers’ experiences as play supporters: (1) responsive practices to children’s diverse play needs, (2) reflective self-examination and change beyond fixed notions of play, (3) observing and waiting while respecting the flow of play, (4) reconstructing interactions within the play context, and (5) capturing teachable moments through thoughtful decision-making and appropriate intervention. These findings provide insights into strengthening teachers’ play-supporting competencies and suggest directions for teacher education and professional development in play-based curriculum implementation
Abstract
The purpose of this study was to explore early childhood teachers’ experiences with the play supporter role in implementing a play-based curriculum, with the aim of deepening understanding of their roles and identifying ways to support them. Four teachers working in early childhood institutions in Chungcheongbuk-do, Korea, participated in the study. Data was collected between April and June 2022 through in-depth individual interviews, reflective journals, and curriculum-related documents. Using qualitative analytic procedures, the researchers repeatedly reviewed interview transcripts and journals, categorizing and thematizing the data to generate core findings. The analysis revealed five themes characterizing teachers’ experiences as play supporters: (1) responsive practices to children’s diverse play needs, (2) reflective self-examination and change beyond fixed notions of play, (3) observing and waiting while respecting the flow of play, (4) reconstructing interactions within the play context, and (5) capturing teachable moments through thoughtful decision-making and appropriate intervention. These findings provide insights into strengthening teachers’ play-supporting competencies and suggest directions for teacher education and professional development in play-based curriculum implementation