An Analysis of Early Childhood Teachers' Metaphors on Play and Child-Centered Approaches

Objectives This study examined early childhood teachers' perceptions of play and child-centered education by utilizing the characteristics of metaphors. Methods To this end, a metaphor questionnaire was distributed to 170 early childhood teachers in City P, and a total of 163 responses were used as research data. The collected metaphors related to play and child-centered education were analyzed using Moser's content analysis method. Results The play metaphors of early childhood teachers were categorized into life, joyful emotions, learning, and freedom. The child-centered metaphors were categorized into autonomy, rights, diversity, and the foundation of relationships. Conclusions The examination of metaphors related to play and child-centered education reveals that teachers perceive play as a positive and essential element in a child’s life and learning. Additionally, teachers recognize the importance of forming relationships with children from a relational perspective in child-centered education. The metaphors used by early childhood teachers align with the fundamental direction pursued by the 2019 revised National Nuri Curriculum, confirming that teachers possess a foundation for maintaining consistency in education.