1Puruni Childcare Consortium 2Department of Child Development and Guidance, Hannam University
Corresponding Author:
Jong Hay Rha ,Tel: +82-42-629-7893 , Fax: +82-42-629-7437, Email: Jhrha@hnu.ac.kr
Received: April 30, 2010; Revised: May 7, 2010 Accepted: December 1, 2010.
ABSTRACT
This study dealt with free play activities in the curricula of childcare centers in Daejeon area. 29 teachers from 21 day care centers were interviewed individually to obtain an understanding of teachers perceptions and conflicting views about play activity in the context of different day care curricula. The data were analysed qualitatively, using categorization and key word classification, frequency analyses and chi-squared tests. The results were as follows: (1) play-oriented curricula included sufficient play time and planned play activities in terms of the children's development. Children's freedom in play, optimum intercession by teachers, and interrelating activities between activity areas were included. In mixed curricula, children's freedoms were limited in many cases, and interrelating play between activity areas was hardly found. Formal lesson-oriented curricula resulted unplanned play activities and teachers' passive intercession of play. (2) Most teachers believed that play activities were more important to a child's development than formal lessons.
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