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The purpose of this study is to explore the difficulties that emerged in the implementation of the play-centered curriculum practices of infant class teachers based on the play-centered childcare curriculum emphasized in the 4th standard childcare curriculum. To this end, a photovoice research method was conducted with 10 infant class teachers working at the national and public S daycare center in G, Gyeongsangbuk-do. The photovoice research method analyzed the data collected by the research participants as they spoke out while discussing together using photos taken directly by themselves, in the process of selecting, contextualizing, and categorizing them. The six subcategories of difficulties in the implementation of the play-centered curriculum practices process of infant class teachers in this study are play autonomy and creativity support, development level differences and social interaction, teacher roles and interventions, teacher support and resource utilization, safety and hygiene management, institutional and policy support. The final categories for this were expressed as difficulties in autonomous play implementation, difficulties in role and support, and difficulties in environmental management and policy management. This study which explored the difficulties experienced by implementing the play-centered curriculum practices process of teachers through the photovoice research method can be useful in improving the currently implemented childcare policy and childcare process. Therefore, it is expected to contribute to supporting infant class teachers' implementation of the play-centered curriculum practices.
Lee et al. (Sun,) studied this question.