의사소통 공간으로서 유아 참여적 벽면 전시의 교육적 가치에 대한 탐색

Abstract

Objectives The purpose of this study is to explore the educational value of young children’s participatory wall displays in early childhood classrooms as a communication space Methods To this end, the literature was reviewed, on exhibition discourse in the field of art, which has made a systematic discourse on wall display of art works to emphasize communication and participation; and the discourse in the field of education to see classroom walls as a communication space. The review shows that the discourse of wall display attempted to break down the boundaries of space, time, relationship, and authority. Based on this content, the study explores the specific educational value of young children’s participatory wall display as a communication space in the early childhood classroom. Results As a result, the wall display in the early childhood classroom can be a place where various stories are mixed by breaking the boundaries of space, where the current interest and learning of young children continue through breaking the boundaries of time, and where children communicate through referencing reciprocally by breaking the boundaries of relationships; then, this become a public space where children's participation is activated through breaking down the boundaries of authority. Conclusions The result implies that the children’ participatory wall display can become a forum for public discussion within the classroom, suggest a new understanding of the children's classroom space, and help practicing the children-and-play-centered curriculum emphasized by the 2019 revised Nuri Curriculum.