A study on the meaning of kindergarten teacher’s assessment experiences: Entered on public independent kindergartens

This study explores how kindergarten teachers connect children’s play with learning while implementing the 2019 revised Nuri Curriculum, which emphasizes a child- and play-center lay-centered approach. It investigates how teachers perceive, support, and assess young children's development. Three early childhood teachers from a public independent kindergarten in H City, Gyeonggi Province participated. Data were collected over four months through group and individual in-depth interviews and supplementary materials. he analysis identified four key themes: “Assessment Embedded in Play”,“Flexible Assessment Adaptable to Change”,“Assessment that Fosters Teacher Growth”and “Assessment Influenced by External Factors.” Teachers understood assessment as a process of observing and supporting developmental progress, rather than measuring fixed outcomes. They conducted assessments naturally during play and held an open perspective on children's growth potential. The process also contributed to their professional development and reflective practice. However, external pressures such as administrative demands and parental expectations sometimes hindered this process. The findings provide insights into meaningful child assessment and the role of teacher professionalism within a play-based curriculum.