Exploring the Method of Class Critique and the Roles of a Guide in Early Childhood Education

Abstract

The purpose of this study is exploring appropriate methods of class critique and roles of guide in early childhood classrooms through the process of practicing class critique with teachers. From February 2019 to January 2020, about a year, 12 times of class critique meetings with a guide and three early childhood teachers were conducted. Data were collected through the record of meetings, class critique papers, interviews with the teachers, reflective journals of the guide. The results of data analysis are as follows. The four steps of class critique, observation of class activities-analysis through discussion-writing critique paper-sharing and synthesizing the critique paper, were appropriate. According to the participants’ growth and context of the meetings, however, adjustment of specific parts of the steps were needed. The roles of the guide of class critique were coordinating whole flow and details of the meetings, making comfortable atmosphere, and facilitating the participants’ thoughts. In addition, it was necessary to modify the guide’s roles depending on the participants’ growth. Based on the results, educational implications were discussed.