Exploring the Experiences of Mixed-Age Class Childcare Teachers in Small-Scale Childcare Centers through Learning Communities: Challenges and Efforts in Implementing a Play-Centered Curriculum

This study explores the experiences of childcare teachers in small-scale mixed-age classes as they implement a play-centered curriculum through participation in learning community meetings. Data were collected through participant observation, interviews, and documentation involving three childcare teachers at a public daycare center in a rural area. Using qualitative research methods, the data were analyzed to uncover the essential experiences of these teachers, focusing on the challenges and efforts associated with implementing a play-based curriculum. The challenges encountered included “frequent challenges in mediating conflicts among children,” “obstacles in fostering peer relationships at similar play levels,” and “difficulties in supporting play through observation.” The teachers’ efforts to address these challenges were characterized by “viewing all children as active participants in play,” “shifting away from teacher-led approaches and embracing change,” “recognizing the strengths of mixed-age group settings that benefit all children,” and “supporting the overall well-being of both children and their parents.” This study contributes to the field by illustrating the potential for curriculum transformation through teacher efforts, rediscovering the educational value of mixed-age care, and highlighting the importance of sustained collaborative exchanges among educators, as observed through the experiences of small-scale mixed-age childcare teachers in learning communities.