The objective of this study is to study the impact of unstructured play materials used in the Revised Nuri Curriculum as perceived by kindergarten teachers. Through the teachers’ interviews, it provides data to promote the use of unstructured play materials in the Revised Nuri Curriculum. The resear...
The objective of this study is to study the impact of unstructured play materials used in the Revised Nuri Curriculum as perceived by kindergarten teachers. Through the teachers’ interviews, it provides data to promote the use of unstructured play materials in the Revised Nuri Curriculum. The research questions based on the objective are as follows:
1. What are the characteristics of unstructured play materials as perceived by kindergarten teachers? 2. What is the role of teachers as perceived by kindergarten teachers when using unstructured play materials? 3. What are the things preschoolers learn by playing with unstructured play materials as perceived by kindergarten teachers?
The participants of this study are seven kindergarten teachers interested in the use of unstructured play materials in the Revised Nuri Curriculum. Research was conducted from March to October 2022, and data was collected through in-depth interviews. The collected data were classified and analyzed by type and later chunked and categorized. Triangulation was then used to increase the reliability and validity of the findings. The results of this study are as follows. First, kindergarten teachers found that unstructured play materials in the Revised Nuri Curriculum can be transformed freely, satisfy both teachers and children, and blend in with the environment. Moreover, the play materials have different uses depending on the educational philosophy of the manager/administrator, and there is pressure due to parents’ lack of understanding.
Second, when using the unstructured play materials, teachers should observe children’s play as “play supporters” and encourage them when necessary. In other words, they must serve as play observers, providers of play materials and environment, play extenders enthusiastic about interactions, and safety managers.
Third, teachers claimed that children could learn a great deal through unstructured play materials. According to the teachers, the children learned cooperation, empathy, regulation, exploration, creativity, and sensibility.
The objective of this study is to study the impact of unstructured play materials used in the Revised Nuri Curriculum as perceived by kindergarten teachers. Through the teachers’ interviews, it provides data to promote the use of unstructured play materials in the Revised Nuri Curriculum. The research questions based on the objective are as follows:
1. What are the characteristics of unstructured play materials as perceived by kindergarten teachers? 2. What is the role of teachers as perceived by kindergarten teachers when using unstructured play materials? 3. What are the things preschoolers learn by playing with unstructured play materials as perceived by kindergarten teachers?
The participants of this study are seven kindergarten teachers interested in the use of unstructured play materials in the Revised Nuri Curriculum. Research was conducted from March to October 2022, and data was collected through in-depth interviews. The collected data were classified and analyzed by type and later chunked and categorized. Triangulation was then used to increase the reliability and validity of the findings. The results of this study are as follows. First, kindergarten teachers found that unstructured play materials in the Revised Nuri Curriculum can be transformed freely, satisfy both teachers and children, and blend in with the environment. Moreover, the play materials have different uses depending on the educational philosophy of the manager/administrator, and there is pressure due to parents’ lack of understanding.
Second, when using the unstructured play materials, teachers should observe children’s play as “play supporters” and encourage them when necessary. In other words, they must serve as play observers, providers of play materials and environment, play extenders enthusiastic about interactions, and safety managers.
Third, teachers claimed that children could learn a great deal through unstructured play materials. According to the teachers, the children learned cooperation, empathy, regulation, exploration, creativity, and sensibility.
※ AI-Helper는 부적절한 답변을 할 수 있습니다.