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Circle-time Experience and Meaning in a Child·Play-Centered Classroom
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유아·놀이 중심 교실 속 이야기나누기의 경험과 의미

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Type
Academic journal
Author
Han, Yoo-Jin (안산대학교) Lee, Min-Young (한국교원대학교) Kwon, Hye-Sun (옥동유치원)
Journal
The Korea Open Association for Early Childhood Education The Journal of Korea Open Association for Early Childhood Education Vol.27 No.3 KCI Accredited Journals
Published
2022.6
Pages
101 - 126 (26page)
DOI
10.20437/KOAECE27-3-05

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Circle-time Experience and Meaning in a Child·Play-Centered Classroom
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Abstract· Keywords

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This study set out to examine teachers’ circle-time experiences and the meanings of their circle-time hours in a child․play-centered classroom by conducting a focus group interview(FGI) with teachers that practiced child·play-centered education. The findings were as follows: first, teachers worked together to share stories and find answers regarding content related to children’s play. Their circle-time activities changed flexibly in various forms. Young children experienced happy communication, sharing sotries connected to their lives. Secondly, teachers established the following meanings in the process of practicing a child·play-centered circle-time: young children continued their play and learning by sharing their knowledge through stories, communicated and formed relationships by sharing their lives, and behaved and grew up as members of the community by sharing their community values. Based on these findings, the study discussed the direction of practicing circle activities to be manifested from young children’s voices and get connected with their play to support their learning.
#유아·놀이 중심 교육(child·play centered education) #이야기나누기(circle-time) #집단심층면담(focus group interview)

Contents

Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 논의 및 결론
참고문헌
Abstract

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