This study focuses on early childhood educators’ situational and improvisational acts of “moving objects,” as part of environmental structure. It examines the practical knowledge and thinking inherent in the process of environmental structure, from the perspectives of improvisational action and improvisational thinking. The reflections by childhood educatorwere analyzed to clarify the structure of professionalism in early childhood education practice. This was based on the premise that educators can discover new concepts and practical knowledge through reflection, retelling, and meaningmaking, as they look back on their practices. The results revealed how the educators’ narratives reconstructed the intentions behind their actions and brought unconscious judgments to conscious awareness. This suggests that educators’ “improvisational thinking” can be positioned as a back-and-forth process, involving immediate responses to events and reinterpretation through reflection.
Research papers (academic journals)
