Metaphor Analysis of Pre-preschool Teacher’s Play for Children with Disabilities

Abstract
The purpose of this study is to find out the perceptions of pre-preschool teachers about the play for children with disabilities through metaphor analysis. Data were collected from 71 university students majoring in early childhood education located in South Korea. The research procedure proceeded in the order of data collection and cleaning, coding, elimination and sorting out, categorization by type, checking reliability and validation, and analyzing data quantitatively. A total of 71 metaphors were categorized into the following 5 representative types. (1) Play as pleasure, (2) Play as growing, (3) Play relationship-building, (4) Play as rest, (5) Play as a difficult challenge. As a result of verifying the metaphor difference according to the recognition type, the difference between having experience in inclusive institute and not having difference was significant. There were many positive views that were helpful for development. Based on these results, suggestions were made on the direction of pre-preschool teacher education.

Keywords
Play, Disability, Metaphor, Inclusion Education, Pre-preschool teacher

Cite this paper
jihye choi, Metaphor Analysis of Pre-preschool Teacher’s Play for Children with Disabilities , SCIREA Journal of Education. Volume 7, Issue 4, August 2022 | PP. 102-118. 10.54647/education88354

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