Infant Teachers’ Perceptions of Outdoor Play Seen Through Metaphor Analysis

Abstract

The purpose of this study was to reveal infant childhood teachers" perceptions of outdoor play through metaphor analysis. To this end, responses were collected and categorized through a questionnaire asking about metaphorical expressions and reasons for expressions from 129 infant teachers working at daycare centers located in province G and city D, and the frequencies and percentages according to category were calculated. As a result of this study, infant teachers recognized outdoor play through metaphorical expressions as follows. First, outdoor play, as recognized by early childhood teachers, is a place for learning, play itself, and a space to experience life for infants. Second, outdoor play is a happy time for infants to satisfy their internal needs and recharge their health and vitality. Third, outdoor play of adventure and journey helps infants satisfy their curiosity and express their creativity, and enables them to experience things different from indoors, such as seasonal changes and various animals and plants. In addition, it is noteworthy that the role of the infant teacher in outdoor play is changing from that of a safety manager and observer to the role of a play supporter who helps infants naturally become interested in plants, animals, life, and the natural environment in their daily lives. This refers to the spatial characteristics of outdoor play where infant teachers experience children"s learning and growth, the special nature of the time to realize the internal motivation of happiness and joy, and the play in outdoor play where the process of play through experiencing adventure and challenge is revealed. It suggests that meaning is attached to value.