The mode of being of the teacher who intends to enrich children's play : Exploring the reality of supporting play from a phenomenological point of view

The purpose of this paper is to explore the mode of being of the teacher who intends children's play to be enriched from phenomenological point of view. The method of this study is to write two episodes from the author's practice of childhood care and education as lived experience and to examine the episodes on the basis of phenomenological play theories by H-G. Gadamer and K. Nishimura;(1)The primordial sense of play is a medial one.(2)Play is to-and-fro movement in constant repetition.(3)Every play presents the man who is playing with a task.(4)Play is a pure self-presentation. Findings are as follows. The mode of being of enriched play is to be opened to attitude of being involved playrelationship with some objects and to make self-presentation constantly, amid to-and-fro playmovement to bring a new task, The teacher presents and arranges a play-task to enable children to make lively play-movement. The teacher supports their play in lively dialogue with children, making play-movement himself. The teacher develops an understanding of himself in the process of constant practice and reflection, the mode of bein g of the teacher's support gets transformed simultaneously