Abstract

This study investigated the difference in perception and practice of the concept, purpose and goal of nature-friendly play, teacher's role and application, targeting homeroom teachers among childcare teachers in Sejong Special Self-Governing City. This study was conducted with 275 homeroom teachers working in 34 daycare centers located in Sejong City in order to find out the difference between early childhood teachers' perception and practice of nature-friendly play. Teachers' perceptions of the concept and purpose of nature-friendly play and differences in perceptions according to teachers' backgrounds were examined. The results of this study are as follows. Childcare teachers in Sejong Special Self-Governing City recognized the importance of the concept, purpose and goal of nature-friendly play, recognized it as important in the teacher's role, and had high performance in the field. However, in the application of nature-friendly play, it was found that the recognition of importance and the actual part of field application were low. Through the results of this study, the difference between the part in which childcare teachers recognize nature-friendly play and the part in practice in the field was investigated. Based on these results, continuous research is needed to plan and support efficient nature-friendly play.