‘어린이’와 ‘아동기연구’에 대한 비판적 성찰 -어린이를/와 사유하는 교사를 향하여-

Abstract

Abstract: What is a child? The understanding of child has changed differently over time, but there seems to be a universal image specific to modern society. This study critically examines the ideological genealogy of research on child and childhood through literature review. First, we performed a critical reflection within and outside of developmental psychology, which has played a leading role in understanding children in the field of early childhood education. Second, we took a close look at the movement to reconceptualize early childhood education: critical reflection on children as constituted by child-centrism. Third, we seeked new perspectives including Lenz Taguchi, Sellers, Davies, and particularly, Murris’ ‘posthuman child.’ We have fixed children as pure, weak, immature, and irrational beings, and based on that perspective, we have designated early childhood education as an educational activity that helps their growth and development for the better. The attempt to understand the images of child and childhood, that is, beings who never stop for a moment and the unique features of their lives, must now be considered in a different way. New understandings are needed that break away from the linear temporality of age and stage and are directed toward child as being-in-the-world in the continuous temporality of past, present, and future. There is a need to view children as decolonized posthuman, relational beings from objectified children. We argue that we must go beyond normalized learning-teaching theories in early childhood pre-service teacher training and think on/with child in a new way.