Needs Analysis for Teacher Training Program to Support Play-Based Curriculum Implementation for Teachers of 2-Year-Old Classes in Earlychildhood Care Centers

This study, which investigates the demand for teacher training programs for child-care teachers, holds the potential to significantly impact early childhood education in contemporary Korean society.The findings of this study, which underscore the significance of early childhood education as part of national initiatives to address the low birth rate issue, can pave the way for a brighter future for our children.In-depth interviews were conducted with seven child-care teachers responsible for twoyear-old classes to gather insights, focusing on their experiences and perceived needs.The analysis highlighted the necessity for a comprehensive understanding and clear definition of infant-centered play-based curricula.Furthermore, it identified a strong demand for various support measures that empower teachers to manage these curricula autonomously.Key themes from the interviews included the importance of establishing trust with infants, the critical role of observation in understanding child development, the need for individualized approaches and support, and the sustainability and expansion of play activities.The study also emphasized the need to reduce the teacher-to-child ratio and to create opportunities for self-reflection within a supportive play environment.Overall, this research presents strategies that can enhance the quality of care provided to two-year-old infants and is anticipated to serve as foundational material for developing future child-care teacher training programs.