This study examined changes in early childhood teachers revealed in the collaborative action research process on wordplay poetry activities. The research participants were two private kindergarten teachers in Incheon City, and the study was conducted for approximately four months, from May 1 to August 31, 2024. During the collaborative action research process, recordings of poetry activities, observation data, teachers' reflective journals, interviews, and e-mails were collected and analyzed. The research method consisted of implementation, reflection, analysis, and evaluation of the results. The research results are as follows. First, teachers who were passive in poetry activities changed actively through wordplay poetry activities. Second, teachers broke away from the stereotype that poetry activities are static. Third, through wordplay poetry activities, poetry activities changed from teacher-centered to child-centered play activities. In this process, teachers grew one step further through collaborative practice research. The study is meaningful because it provided basic data for practical educational methods to strengthen early childhood teachers' teaching capabilities and to activate poetry activities in early childhood education settings.
Park et al. (Mon,) studied this question.