在 COVID 危机中促进游戏:幼儿教师的见解

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-08-27 DOI:10.1007/s10643-024-01742-5
Minsun Shin
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引用次数: 0

摘要

游戏是支持幼儿全面发展的关键。COVID-19 危机进一步强调了游戏在支持儿童幸福和提供正常感方面的重要性。在现象学方法的指导下,本研究旨在考察 COVID-19 危机期间韩国在职婴幼儿教师在幼儿教育课堂上促进游戏的经验。10 名婴幼儿教师在一家大型大学托儿所从事三岁以下儿童的教育工作。他们参与了绘画任务和面对面的焦点小组访谈。研究结果显示,大流行病造成并加剧了日常游戏的障碍。然而,尽管面临挑战,参与者们还是表现出了对课堂游戏的坚定承诺,表现出了复原力、适应力、创造力和机智。他们继续创设游戏环境,支持各种形式的游戏,优先考虑以游戏为基础的学习,表明了 他们对游戏的坚定承诺。参与者所表达的一个显著变化是用餐时间的社交互动受到了限制。本研究发现,COVID-19 危机期间亟需的、不可避免的公共卫生干预可能会对婴幼儿的社交情感和语言发展造成意想不到的后果。这些发现强化了这样一个观点,即在大流行病期间及以后,游戏仍应处于教育的最前沿。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Fostering Play in the COVID Crisis: Insights from Infant-Toddler Teachers

Play is pivotal in supporting young children’s holistic development. The COVID-19 crisis further highlighted the importance of play in supporting children’s well-being and in providing a sense of normalcy. Guided by the phenomenographic method, this study aimed to examine Korean in-service infant-toddler teachers’ experiences in fostering play in early childhood educational classrooms during the COVID-19 crisis. The study involved 10 infant-toddler teachers working with children under the age of three years at a large university-based childcare center. They participated in drawing tasks and in-person focus group interviews. The findings revealed that the pandemic caused and exacerbated barriers to everyday play. However, despite challenges, the participants demonstrated their strong commitment to play in the classroom, exhibiting resilience, adaptability, creativity, and resourcefulness. They continued to create a playful environment, support play in various forms, and prioritize play-based learning, demonstrating their strong commitment to play. One notable change expressed by the participants was limited social interaction during mealtime. This study found that the much-needed, unavoidable public health interventions during the COVID-19 crisis may have resulted in unintended consequences for infants’ and toddlers’ social-emotional and language development. Such findings reinforce the idea that play should remain at the forefront of education during the pandemic and beyond.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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