A Study on Self-reflection on the Experience of a Experienced Teacher's Play-centered Early Childhood Education Curriculum

Abstract

Objectives The purpose of this study is to examine the change in perception through self-reflection on the difficulty of practicing the play-based curriculum of experienced teachers. Methods An in-depth interview was conducted with one retired early childhood teacher who had experience in teaching and practicing both the existing curriculum and the play-centered curriculum, focusing on the teacher's own experience, inner life, and relationships such as infants and fellow teachers. Data analysis was conducted in a repetitive and cyclical process in a spiral analysis method. Results The experienced teacher was feeling confused about the role of the teacher as a play supporter and looked deeply at herself and her fellow teachers. In this process, she found a new perspective on the role of teachers in the play-centered curriculum and discovered an educational perception of the curriculum she was creating. Conclusions Experienced teachers have changed their perception of education and practice through selfreflection. There is a need for support centered on experienced teachers who can enhance their understanding of the play-centered curriculum through self-reflection. In addition, as an alternative to this, we propose a group of fellow teachers where reflection and learning through relationships take place.