발달지체유아를 위한 놀이 연계 역사 교수⋅학습자료 개발에 대한 요구 = Needs for Play-Based History Instructional Materials for Young Children with Developmental Delays

다국어 초록 (Multilingual Abstract)

This study aimed to provide foundational data for the development of play-based history teaching and learning materials for young children with developmental delays by analyzing the needs of field experts. Focus Group Interviews (FGIs) were conducted with 20 participants, including special education teachers and inclusive classroom teachers, and the collected data were analyzed using Moustakas’ (1994) phenomenological analysis procedure. The results indicated that the most relevant history learning domains for children with developmental delays were communication, social relationships, and exploration of nature, while the need for self-help skillswas also highlighted. Difficulties in utilizing existing materials were identified as challenges in understanding instructions, maintaining attention, and dealing with abstract content delivery. The areas in need of improvement included the incorporation of engaging elements, content diversity, validity, and teacher support. In addition, the study revealed the demand for materials that integrate preferred play types of young children and provide visual and home-linked resources. The significance of this study lies in presenting practical design directions for instructional materials that reflect the developmental characteristics and learning needs of children with developmental delays.