Exploration of the Experience of Child Care Teachers in the Play-Oriented Nuri Curriculum with Maladjusted Young Children

Objectives The purpose of this study is to examine experiences in operating the Nuri Curriculum with maladjusted young children through in-depth interviews with child care teachers, and to explore ways to operate the Nuri Curriculum with maladjusted young children. Methods The participants in this study are five current child care teachers at public and national child care centers who have experience in teaching maladjusted children. Data collection was conducted through three individual in-depth interviews according to semi-structured questions, and data analysis was conducted qualitatively to produce research results. Results The results of this study are as follows. First, the childcare teacher's perception of the maladjusted child was that it was a temperament problem and a behavior that could be improved with support from teachers and institutions. Second, the experience of childcare teachers with maladjusted young children while operating a play-centered curriculum was that all young children were supported to play equally regardless of maladaptation, and It was found that systematic interventions inplemented such as maladjusted young children were actively seeking situational mediation and active supports. Third, changes in the application of play-centered curriculum with maladjusted young children showed both positives and negatives. Conclusions As the results of this study, when operating the Nuri course with maladjusted young children, childcare teachers should consider the characteristics of individual young children based on observation to help them adapt, and encourage maladjusted young children to actively interact between teachers and peers. It is necessary to support smooth growth through play-centered activities and to find guidance methods linked to the home.