Ⅰ Harmonizing Play and Education: Challenges for Early Childhood Educators 6
1.
Understanding Infant and Toddler Play 7
2.
Play and Early Childhood Education 9
3.
Challenge 13: Integrating Play, Learning, and Teaching

Ⅱ Early Childhood Education for the Integration of Play, Learning, and Teaching: Curriculum Planning, Implementation, and Evaluation 20
1.
22 Changing Curriculum Planning to Integrate Play, Learning, and Teaching
2.
Implementing a Curriculum for the Integration of Play, Learning, and Teaching 29
3.
Curriculum Evaluation for the Integration of Play, Learning, and Teaching 37

Ⅲ. Practical use of space and media for the integration of play, learning, and teaching 42
1.
Space and Media 42
2.
43 Practical Applications of Spatial Composition and Media Utilization

Ⅳ The practice of harmonizing free play and large and small group activities for the integration of play, learning, and teaching 72
1.
Harmony of Free Play and Large and Small Group Activities 72
2.
The Reality of Harmonizing Free Play and Large and Small Group Activities 73

Ⅴ Practice of Early Childhood Assessment for the Integration of Play, Learning, and Teaching 97
1.
Infant Assessment 97
2.
102 Realities of Early Childhood Assessment

Reference 132

Writers 134

Reflection on the private education craze and the lack of unstructured play within institutions, created by the misguided educational fervor of Korean society, has brought about changes in the national curriculum that emphasizes free play.
This change is causing some confusion in early childhood education institutions due to the implementation of a national curriculum that emphasizes unstructured free play, considering play as the core of early childhood education, while viewing the history of early childhood education in Korea, which has taken a leap forward as education, as trampling on the right of young children to play.
I am confused as to whether minimizing teacher intervention by respecting the playfulness of young children is the best education, whether a truly unstructured free play environment is truly an educational environment, and what is so problematic about institutions that provide a high-quality curriculum with flexibility and where young children play and learn freely with teachers in classrooms with a wealth of toys related to the subject, and whether young children are absolutely not playing if teachers try to contribute to their learning and development by facilitating their play through scaffolding or actively intervening depending on the situation.
I understand the movement to change and ease up on intentional education, but are play and intentional teaching absolutely different? There are many examples of play, but how can we connect them with the curriculum? How can we support the connection with elementary, middle, and high school education when we allow children to play freely? It's just a shame that early childhood education seems to be becoming more and more distant from the upper-level school curriculum.

-If we view education as a process of human formation through learning and teaching, the issue of learning and teaching in the curriculum is a very important educational topic.
The 2019 Revised Nuri Curriculum is a play-centered curriculum that emphasizes play led by children.
In early childhood education, which does not end with caring for infants and toddlers, play, learning, and teaching are very important core words.
This training will examine the fundamental theories surrounding the relationship between play and education to understand how early childhood education should integrate play, learning, and teaching. We will also review the overall planning, implementation, and evaluation of the curriculum.
In addition, by examining the actual field situation in terms of spatial composition, media utilization, coordination of free play and small and large group activities, and early childhood assessment, we aim to help teachers in the field understand early childhood education that is moving toward the integration of play, learning, and teaching.