Analysis of the Key Contents and Characteristics of Preschool Observation Records Written by Pre-service Early Childhood Teachers During Kindergarten Field Training

Objectives The purposes of this study were to analyze the key contents and characteristics of early child observation records written by pre-service early childhood teachers during kindergarten field training and to propose educational support strategies for enhancing teachers' observation skills. Methods To achieve this, from May 7 to May 31, 2024, observation records written by 59 pre-service early childhood teachers enrolled in the Department of Early Childhood Education at a four-year university in Gyeonggi-do, South Korea, during their field training were collected. These records were analyzed using frequency analysis and qualitative analysis based on established criteria. Furthermore, qualitative analysis was conducted on interview data obtained from 12 of these pre-service teachers to derive deeper insights. Results First, the key aspects of the early child observation records written by pre-service early childhood teachers during their kindergarten field training include ‘observations focused on free play situations’, ‘observations focused on child-teacher relationships’, ‘observations focused on social interactions’, ‘evaluation-centered perspectives’, and ‘judgments based on children’s competence’. Second, the characteristics of the early child observation records written by pre-service early childhood teachers include ‘emphasizing play’, ‘panoramic observation’, ‘biased focus’, ‘repetition and summary of facts’ and ‘Interpretations with weak evidence’. Conclusions Based on these research findings, suggestions were made for improving the pre-service education currculum and observation practicum to enhance the observation competencies of prospective early childhood teachers.