Part 1: Reading the Changing Times

Chapter 1 Play and Children
1.
A new look at infants and toddlers
1) Infants and toddlers are active, capable beings.
2) Hypotheses of play that prove the active competence of infants and toddlers
3) Education based on relationships between infants and toddlers
4) Listen to your baby or toddler
5) Expressive and reciprocal curriculum
6) Cooperation through communication
2.
Connecting play and learning
1) Continuing learning by expressing thoughts
2) Continuing learning through play
3) A continuation of learning where experience becomes play
3.
Play and Record
1) Keep a record as you go
2) The echo of records that allow us to face play (photos and videos)
3) Records that support play and connect it to learning
4) The impact of play records on infants and toddlers
5) The impact of play records on teachers
6) The impact of play records on parents

Chapter 2: The Impact of EdTech on Early Childhood Development and Digital Citizenship Education
1.
Definition and Importance of Play Materials
1) Definition of play materials
2) Importance of play materials
2.
Types of play materials
1) Various play materials
2) Unstructured play materials
3.
Exploring the Materiality of Play Materials
1) Subjectivity of data
2) Ecology of materials and play
3) The relationship between materials and learning through play

Chapter 3 Play for a Sustainable Environment
1.
Sustainable Development Education
1) Concept and goals of sustainable development
2) Education for sustainable development
2.
Environmental education based on sustainable development
1) Concept of environmental education based on sustainable development
2) Core competencies of early childhood environmental education based on sustainable development
3) Teaching and learning principles of environmental education based on sustainable development
4) Structure of environmental education program based on sustainable development

Chapter 4 Play and Digital Media
1.
Future Society and Play
1) The type of talent expected by future society
2) Early childhood education and digital media
2.
Digital Literacy
1) The concept of digital literacy
2) Early childhood education and digital literacy
3) The need to strengthen teachers' digital capabilities
3.
Understanding Digital Media
1) Support for play using digital devices
2) Support for play using digital platforms
3) Communicating digitally

Chapter 5: A New Approach to Teacher Professionalism
1.
Teacher Agency
1) Teacher Agency and Teacher Autonomy
2) The meaning and importance of teacher agency
3) Methods and suggestions for expressing teacher agency
2.
The agency of early childhood teachers
1) The need for agency among early childhood teachers
2) Field application of the agency of early childhood teachers
3.
Teacher Professionalism and Communication Culture
1) Definition and necessity of teacher professionalism
2) Communication culture among teachers
3) Education and Pedagogy
4) Examples of pedagogy practice by early childhood teachers

Part 2: The Value of Growing Together

Chapter 1: Emergence and Becoming of a Teacher Learning Community
1.
Definition and Need for Teacher Learning Communities
1) Definition of teacher learning community
2) The need for a teacher learning community
2.
Role and Characteristics of Teacher Learning Communities
1) The role of the teacher learning community
2) Characteristics of teacher learning communities
3.
Contents of the Teacher Learning Community
1) Researching curriculum learning
2) Improving teaching methods
3) Research on life guidance and student counseling
4.
How to put teacher learning communities into practice
1) Share values ​​and vision
2) Look back at myself
3) Grow through learning
4) Collaborate and practice together
5) Learning independently
5 Directions for Sustainable Development of Teacher Learning Communities
1) The need for specific operating procedures and programs
2) Openness and respect for diversity
3) Promoting leadership of the director
4) Building educational infrastructure through external connections
5) Continuous efforts are needed in early childhood education.

Chapter 2: Building a Teacher Learning Community
1.
The progress of the teacher learning community
1) Annual plan for the teacher learning community
2) Details of the annual plan for the teacher learning community
3) Teacher Learning Community Report Form
2.
Becoming a Sustainable Teacher Learning Community
1) Self-teaching learning community (self-class critique)
2) Learning community through home connection
3) Inter-school learning community
4) Learning community for children with disabilities
5) A collaborative community for sharing and learning (Director's Study Group)
3.
Connecting Play and Learning (Practice Notes)
1) Director's Practice Notes
2) Teacher's practice notes
3) Family-linked parenting practice notes

Part 3: Sharing Case Studies of Teacher Learning Communities

* Learn by sharing
1.
Connecting play with nature, space, and the environment
Water! I'm curious about you.
Nature and the wind seen through the classroom window
Tree, tree
Paper Frog Arena
Another space within space
Junk Art

* Share and discuss
2.
Play with media
Imagination play that space opens up
Our story unfolded in a box
The story of an ant expressed in Yuto
The Sea! The exciting adventures of Haedenban friends
Our faces expressed through media
assemblage
How are you feeling right now?
Structured toys and play connections
3.
Applying digital media to play
Express myself
Space meets light: Universe
Nice to meet you, longicorn beetle!
My Story HAPPY
My classmate, Kang Kang!
A world created through books

* Share and grow together
4.
Connecting Play with Children with Disabilities
A story about an integrated classroom where we grow together
Find the rainbow!
Self-portrait play started in a mirror space
Post office game to convey your feelings
Paint play with music
5.
Reading the meaning of records (photos)
Reading Meaning in Everyday Life 1
Reading Meaning in Everyday Life 2
On the way to daycare
A small ecosystem in the classroom
Configuring unit blocks

References |

Although the concept of a play (learning) community is still unfamiliar in early childhood education institutions, the stories we weave together through our reflections within it hold countless meanings and values.
This is because the play of young children contains infinite possibilities, and the perspectives of teachers looking at it are also infinite.
Although we don't play with the correct answer, the theories that we see from each other are contained in the play.
The time spent sharing and coordinating each other's thoughts and understanding them while incorporating those theories into each person's philosophy and play direction became a valuable time for interpreting the play of infants and toddlers.


As we continue to build a play (learning) community, I believe that the joy of learning will be our greatest asset, both now and in the future.
Although we may feel pressured to achieve certain results, we must remember that the results are more dependent on the children than on us, and we must reach out to them even more.
If teachers diligently look into children's hearts, read their thoughts, and ponder them, they will repeatedly reflect on what the true joy of play is.

This book presents key terms and concepts that today's early childhood educators have heard or should hear at least once.
From Part 1, terms about listening to infants and toddlers, the emergence and operation of learning communities, the context of viewing play, and the agency of teachers are boldly placed.
Part 2 provides a very specific and realistic look at how teachers create and operate learning communities in early childhood education settings.
It contains a helpful journey for both teachers who believe in growing alone and teachers who want to walk with colleagues because they are afraid of walking alone.
The core and most prominent value of this book lies in Part 3, which shares examples of teachers' participation in learning communities.
The various examples that connect play with nature, space, materials, and media, and even incorporate digital media, give the impression that the play of infants and toddlers has expanded beyond the sea into the vast universe.
Any play case that I happen to come across is fun and seems like it would be helpful in my classroom.
And the play interpretation text that appears at the end of the case study nicely summarizes the difficulties and special characteristics of observation and recording in the early childhood education process.


The goal of a play (learning) community is not to be good at play, nor to learn how to be good at play.
We simply value and deeply empathize with all the nonverbal and verbal aspects of children, including their voices, gestures, eyes, and facial expressions.
It's about learning and experiencing things to better understand them, and sharing them with each other, acknowledging and respecting our differences.