Meanings of "Good Play" and Teacher's Roles Believed by Toddler Teachers

• In Event: Conceptions of Play in Early Childhood Classrooms

Abstract

This study examines what toddler teachers believed to be “good play” for toddlers and what they believed to be their roles for toddlers’ play. Eight teachers of two-year old classes at six childcare centers located in metropolitan cities in South Korea participated. Using visual narrative methods as a qualitative study, participating teachers were asked to videotape the scenes of plays that they believed to be good in their classrooms and were interviewed in order to understand their beliefs of toddlers’ play and teachers’ roles. Findings showed that teachers believed good play for toddlers as being well-developed, persistent, involved and interactive. They reported their role as helping toddlers play more like preschoolers, which was developmentally advanced for toddlers.

Authors

• Su-Jeong Wee, California State University - Los Angeles

• Kayoun Chung, Myongji University

• Seung-hee Shin