A Study on Changes of Teacher’s in Early Child care in the Viewpoints on Kid Plays by Reviewing the Play Records

Objectives The research objectives of this study is to find out the reflection that the researcher as kindergarten early- child care teacher has, in the course of reviewing the individual play records, and changes in the viewpoints of teachers in early-child care on kid plays. Methods In order to achieve this goal, self-study among qualitative research methods is conducted in that one can re-see and reflect on one's beliefs, values, and play records through self-reflection. To achieve such ob-jectives, the researcher collected and analyzed the play records that were prepared through author's own ob-servation in class, the author's self-reflection journal, and any other materials. Results This research has classified changes in the viewpoints of teachers in early-child care on kid plays into six sub-factors, say, understanding kids from a new perspective, expanding and supporting kid plays, participating in plays from a spectator to a player, reestablishing the educational belief system of teachers in early-child care as a supporter, connecting the curriculum in plays, and learning outside. For the final factors as to it, this study has classified into three top factors, namely, understanding plays from the perspective of kids, reestablishing the edu-cational belief system teachers in early-child care, and the operation of play-centered curriculum. Conclusions By reviewing the play records, it was found that changes in the viewpoints of teachers in early-child care on kid plays brought about the significant change in actual kid plays. Given the research results, the play records that are being prepared in the current educational field would be instrumental. It is anticipated that this would con-tribute to implementing the kid play-centered curriculum which requires reinforcing plays, with the focus on kids.