A collaborative action research on implementing a digital play-based curriculum: Focusing on the experiences of early childhood teachers

This study aimed to explore the implementation process through which early childhood teachers integrated digital play into young children’s play and the curriculum, and to analyze the practical aspects and educational implications of that process. A collaborative action research was conducted at a kindergarten located in Gyeonggi Province with the participation of six teachers. Data such as teaching materials, reflective journals, interviews, and meeting records were collected over three iterative cycles of implementation and reflection, and qualitatively analyzed. The teachers reconstructed their understanding and practice of digital play, showing changes from the perspectives of “connection,” “expansion,” and “relationships.” They autonomously reorganized the curriculum to integrate digital media in alignment with the context of children’s play. The findings indicate that digital tools served as an educational medium that connected play and learning, and that practice-oriented implementation can offer a meaningful alternative to teacher-led curriculum design and professional growth.