현대미술 학습공동체 참여를 통한 유아교사의 놀이인식과 지원의 변화 양상 탐색

초록

This study explored how early childhood teachers’ perceptions of and support for play evolved through their participation in a contemporary art learning community, situated within the context of a child-centered, play-based curriculum. From August to November 2024, ten learning community sessions were held, during which teachers engaged in reflective dialogues on various aspects of play—such as materials, environments, themes, processes, and their views of children. Using qualitative methods, data were collected through teacher discussions, written, and participant observation notes. The analysis revealed five key patterns of change in the teachers’ understanding of and support of play. These patterns illustrate how teachers reframed play through the lens of contemporary art and incorporated these insights into their educational practice. The findings highlight how artistic experiences within a contemporary art-based learning community can expand early childhood theachers; conceptions of play and enrich their approaches to supporting it. Furthermore, the study suggests that collaborative, iterative reflection within such a community contributes meaningfully to the development of teacher professionalism.

키워드