Research on children's aesthetic experiences in outdoor play and teachers' play support

Abstract

Objectives The purpose of this study is to analyze children's aesthetic experiences in outdoor play, explore teachers' play support measures to promote them, and explore changes in children's aesthetic experiences. Methods Child-directed play in outdoor were observed through 30 observations over a total of 6 weeks targeting 4 early childhood teachers and 54 children in each class. The collected data, including field records, recordings, play logs, journals, interviews, and photos, went through a qualitative research analysis stage to derive themes and concepts of aesthetic experience. In addition, the teachers' support for enhancing the aesthetic experience that appeared in the play flow was analyzed. Results First, changes in children's aesthetic experiences during outdoor play occurred in terms of aesthetic experience from an intellectual aspect, an aesthetic experience from an emotional aspect, and a practical aspect. Second, teachers' play support shown to enhance children's aesthetic experience in outdoor play includes media support to use classroom media in outdoor play, environmental support to use space and props in new ways, and help to promote thinking to create creative play. It was found to be accident support and psychological support that helps people feel a sense of consideration and coexistence. Conclusions In child-led outdoor play, children's aesthetic experiences appeared in various aspects, and children's play was expanded and deepened according to the teachers' aesthetic support. This suggests that a teacher's close observation and appropriate support to enhance children's aesthetic experience can lead to active change, and this study can be an appropriate example for the development of aesthetics in everyday child-centered play.