PBL-based early childhood literature education experience and perception of pre-service early childhood teachers

Abstract

Objectives The purpose of this study is to explore the process of experience of prospective early childhood teach-ers and examine their meaning by operating PBL-based early childhood literature education courses for pro-spective early childhood teachers. Methods 25 first-year students of the Department of Early Childhood Education at the 4-year College of Education located in Gyeonggi-do were selected as research participants and problem-oriented learning was applied to ear-ly childhood literature education classes for a total of 15 weeks from September to December 2022. The data col-lected reflective journals and group interview data of research participants, and analyzed the experiences and per-ceptions of prospective early childhood teachers in the PBL-based early childhood literature course. Results The experience of prospective early childhood teachers in PBL-based early childhood literature education classes was found to be familiar and unfamiliar early childhood literature, an “expansion of knowledge about early childhood literature education” that was more enjoyable to see and see, and an “experience of collaborative prob-lem solving” that gave them the pleasure of being together rather than alone. The perception of prospective early childhood teachers through PBL-based early childhood literature education classes contains various values and expands from daily life and curiosity to imagination and creation. Conclusions This study is meaningful in seeking various and effective teaching and learning methods in the teacher training process for the qualitative growth of early childhood literature education and providing the basis for the development and application of specific programs.