Becoming Playdocument-machine of Early Childhood Education and Care Teacher

Abstract

The purpose of this study is to explore whether Play document are considered as machine and Playdocument-machine for Early Childhood Education and Care teachers. Accordingly, from October to December 2020, the process of making/sharing play documents with two teachers was held 10 times. Teachers encountered play documents and became Playdocument-machine. Teacher Moon became a play stop-machine~a play picture sense-machine~a play stop-machine. And the teacher, who became a Playdocument-machine, saw a child who gave an eye to an invisible play, listened to the child with her eyes, and made a play. In other words, teacher Moon has become a teacher who senses the child's play (learning) in detail. Teacher Heo became a changing form-machine~story writing-machine~play record accumulation-machine~a changing form-machine. Teacher Heo became a Playdocument-machine to understand children and teachers, feel children, and produce children's experiences. Teacher Heo became a teacher who felt the child's play (learning), supported, and listened to the child again. This study is meaningful in showing that it is the implementation of the curriculum that early childhood education and care teachers become Playdocument-machine.