Experiences of Infants’ Development of Considerate Thinking and Psychological Well-Being through Soil Play: An Exploration Based on Parent-Teacher Interaction

Objectives This study aimed to qualitatively explore the meaning of developmental changes in infants by examining records of two-year-olds’ soil play, focusing on the interactions between parents and teachers. Methods Soil play activities were conducted with 14 two-year-old children at P daycare center in Y city, Gyeonggi Province. Two homeroom teachers observed and documented the process, and these records were shared with parents. To exchange perspectives on the infants’ soil play, interviews, surveys, mobile communication logs, and activity photographs were collected. Based on these data, the changes perceived by parents and teachers were qualitatively analyzed. Results First, parents and teachers perceived that infants experienced considerate thinking and changes in their modes of expression through soil play. Second, the sensory experiences of soil play were recognized as contributing positively to infants’ psychological well-being. Third, parents and teachers made joint attempts to interpret the context of infants’ soil play. Fourth, parents recognized the educational potential of soil play, while teachers experienced a shift in reconstructing their perspectives on their professional roles. Conclusions This study highlights the educational implications of infants’ developmental changes through the collaborative interpretation of soil play by teachers and parents. Notably, it reaffirms the educational and developmental value of nature-based play through parent-teacher interaction.