영아배움 지원을 위한 0세반 교사의 학습공동체 사례연구 : 관찰과 기록 중심으로

초록

This study aims to explore the practical knowledge and educational significance of teachers based on their experiences of reflection and reconstruction of observation and documentation within a learning community, in support of infant learning in age-0 classrooms. The researcher and two age-0 class teachers at a workplace childcare center in B-gu, Gyeonggi-do participated in the study, which was conducted over approximately eight months from April to November 2025. The learning community was operated for 12 sessions from May to November 2025. Data were collected through learning community transcripts and activity materials, photographs and videos of infant play, journals, teacher meeting minutes, researcher notes, observation logs, and CCMS mobile communication records, and were analyzed using qualitative open coding methods. The findings are as follows. First, through the learning community, age-0 class teachers re-recognized infants as competent subjects of learning rather than immature beings in need of protection. Second, teachers collaboratively reconstructed the forms of infant observation and documentation into frequent viewing, collaborative viewing, and context-centered reading, thereby expanding their perspectives on reading infant learning and deepening their support practices. Third, teachers began reading infants' non-verbal expressions—including gestures, gaze, movement, and vocalization—as signals of learning, and discovered that infants are active beings who construct play in their own ways through interaction with the environment. On this basis, teachers enacted learning support for infants and underwent a transformation in professional identity and growth. This study is significant in that a teacher learning community was implemented in an actual childcare setting to deeply understand and support infant learning, and that teachers experienced growth as subjects of curriculum enactment.

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