Experiences of prospective early childhood teachers in social-emotional classes for young children using problem-based learning (PBL)

Objectives This study examines the experiences of prospective early childhood teachers in social emotional classes for infants and toddlers applying problem-based learning (PBL). Methods To this end, 19 third-year students in a 4-year early childhood education department in Daejeon who are taking early childhood social-emotional classes were targeted. The classes were conducted for 15 weeks, 3 hours per week, from September 4 to December 11, 2023. Problem-based learning (PBL) was conducted for 1 hour and 30 minutes per week from the 9th to the 15th week. The classes were conducted by students forming groups autonomously and proceeding with each group, and discussions and presentations of assignments were conducted according to the topic. The data consisted of reflection logs, interview data, problem-solving method reports, and researcher journals, and were analyzed using the open coding method of Kim Young-cheon (2016) and the content analysis method of Smith (2003). Results As they experience problem-based learning (PBL), the research social ordering arrangement of infants and toddlers becomes understandable to them, and their understanding of the child-centered curriculum improves. In addition, teachers who accept children into problem-based learning (PBL) have an environment in which they can reflect on their own social emotions in the process. Conclusions At a time when the emotional capacity of early childhood teachers is emphasized, we experienced emotional recognition and empathy with young children through problem-based learning (PBL), and it is suggested that problem-based learning (PBL) can be a teaching method that can obtain practical knowledge necessary in early childhood education fields.