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A case study on the play experience of young children with disabilities in the implementation of a play-centered curriculum in an inclusive kindergarten classroom: Focusing on Play Record Analysis

The purpose of this study is to examine the patterns and meaning of play experienced by children with disabilities in an inclusive setting that implements a play-centered curriculum. The study participants were three 5-year-old young children with special needs, and the play records of the inclusive classroom teacher and the early childhood special education teacher were collected to explore their play experiences. The analysis of data play records was analyzed based on the comprehensive analysis procedure presented by Lee Dong-Seong and Kim Young-Cheon (2014) and data from Kim Ho (2019)’s play record analysis. The results of this study are as follows. First, the play patterns of young children with disabilities shown in the play records were derived as ‘Expression of interests’, ‘Play sharing’, ‘Creation of play’, and ‘Playing roles in play’. Second, the meaning of the play experience of young children with disabilities shown in the play record was derived from ‘Play to learn the world: Play rules’, ‘Play to learn from each other: Peer relationship’, and ‘Fertilizer that strengthens play: Play continuation factors’. This study qualitatively explores the play patterns of young children with disabilities in the inclusive class, which will help early childhood special education teachers in the field to understand the play of young children with disabilities. In addition, it is meaningful in that it uses the teacher’s play records as research data to present the role of the teachers as a practice researcher and examples of practical play records. 
