Kindergarten teachers’perceptions of 2-year-old-infants and infant education, and their needs for Leum education

The purpose of this study was to explore the kindergarten teachers' perceptions of 2-year-old-infants and infant education, and their needs for Leum education. For this purpose, in-depth interviews were conducted with six classroom teachers who had experience teaching a 3-year-old class in kindergarten. The results of the study were as follows. First, kindergarten teachers' perceptions of 2-year-old-infants were characterized as ‘2-year-olds as unknown’, ‘independent periods of 2-year-olds and 3-year-olds’, and ‘2-year-olds in need of care’. Second, kindergarten teachers' perceptions of 2-year-old infant education were characterized as ‘the possibility of accompanying care and education’, and ‘daily life as an opportunity for education’. As for institutional needs, they suggested curriculum revision and support for human and material resources, and as for teacher education, they suggested awareness-change education and case-based education. This study implies that it is necessary to understand Leum education in terms of the connection between all educational processes experienced in the life of young children. It also suggests that a paradigm shift is needed in the field of early childhood education that supports Leum education.