The meaning of a novice infant teacher’s experience in implementing a play-based curriculum

This study was conducted to explore the meaning of novice teachers' experiences in implementing a play-based curriculum in infant classrooms. Five novice teachers from four institutions, including workplace, public, and corporate childcare centers in Seoul, and public childcare centers in Gyeonggi Province, participated in the study. The participants were interviewed 1 to 3 times, and the results are as follows. First, novice teachers in infant classrooms faced feelings of guilt due to their perceived inadequacies as homeroom teachers while implementing the play-based curriculum for the first time. Second, these novice teachers imitated and practiced the effective play support methods of experienced senior teachers, which helped them develop their own expertise and positively experience the play-based curriculum. Third, the novice teachers overcame the limitations of their inexperience with enthusiasm and effort, preparing lessons that supported authentic play and realizing the importance of observing infants, thereby developing their sensitivity as educators. The significance of this study lies in its focus on novice teachers in infant classrooms, a group that has not been extensively discussed in the existing literature on play-based curricula, and in revealing both the challenges and rewards these teachers experienced during curriculum implementation. This study provides direction for enhancing the implementation and professional development of play-based curricula for novice teachers in infant classrooms.