Objective: The purpose of this study is to conduct maker-education for prospective child care teachers explore changes and for the results to be used as a basic data to study the utilization of maker-education.
Methods: To that end, 36 prospective child care teachers attending nursery school applied to the maker-education program and to the curriculum of children s literature and play. The collected interview materials and student journals were qualitatively analyzed.
Results: The results showed that prospective child care teachers started with mixed expectations and but then actively participated in worries classes with interest and had fun. Also, in the stage of sharing, they changed from having difficulty communicating with colleagues to developing an attitude of cooperation and unity through communication. In addition, it has been shown that from feeling the difficulties of planning, planning changes and modifications are directly related to their development and that they are quickly and wisely dealt with.
Conclusion/Implications: It is recognized that there is a need for a follow-up study to verify the effect of this as meaningful implications are derived from the effects of positively accepting feedback, planning to attempt a step-by-step approach, and active attitude toward communication between colleagues.