Early Childhood Teacher’s Experiences on Play and Learning Through Education Content by Mediating Curriculum Consultation Teacher Learning Community

Purpose: This study aims to understand changes in early childhood teachers' perspective on play and educational content through curriculum consulting based on learning communities. Method: A case study was conducted involving consultations between nine early childhood teachers and a consultant. Results: First, in “Opening new ways of seeing play,” the two aspects emerged: “Cracking the frames of prescribed play” and “Rediscovering play through the practice of letting go”. Second, in “Understanding learning in play through educational contents” the following points were identified: “Facing learning in curriculum implementation”, “Capturing various learning in play as educational contents” and “Enhancing curriculum implementation through connecting play and educational contents”. Conclusion: Teachers came to focus on learning in play and connected it with the educational content, which enabled changes in curriculum implementation.