Preservice Early Childhood Teacher Experiences in Instructional Design Based on the Nuri Curriculum and Their Search for Meaning in Learning

The purpose of this study is to realize a play-centered curriculum in early childhood education settings by having 10 preservice early childhood teacher from S university in city G. Instructional designs based on the revised Nuri curriculum and explore the meaning of their experiences and learning in the process. The results of the lessons were qualitatively studied using the inductive analysis method of Bogdan & Biklen (2007). As a result of the preservice early childhood Teacher experience of Instructional designs based on the Nuri course, the preservice early childhood Teacher realized the difference between early childhood education settings and theory, recognized the importance of play observation, acquired the value of play, and recognized the need for teacher autonomy and flexibility. Through this experience, they learned to understand constructivist educational philosophy and educational play, understand the differences in infant development characteristics and play by age, and cultivate practical skills in creating plans. Reflecting the results of this study, we propose to explore ways to systematically operate the revised Nuri course-based Instructional designs and post-implementation feedback process.