놀이 중심 유아교육과정의 교육내용에 대한 분석

Abstract

This study purpose to examine the educational content that emerges from a unique play-based early childhood education curriculum, which involves elements such as children, materials, teachers, play, interest, and experiences. The researcher interprets this content through a relational-epistemology by the perspective of 'Powerful Knowledge' from a critical and social realism, as well as the features of 'Neo-materialism' presented in the context of posthumanism. To explore educational content in the field, three teachers participated, engaging in an inquiry community and stimulated recall interviews. Data collection occurred from January to June of the 22nd year, with analysis completed by December of the same year. The research findings reveal that educational content is generated through intricate entanglements among open-elements involving children, materials, and teachers. The analysis results First, the study examines the knowledge embedded in play and life, observing educational content that transcends the boundaries of educational processes and curriculum-specific components. Second, the uniqueness of the early childhood education environment results in evolving educational content over time and space, shaped by the relationship between continuity and materials. Third, play opens the door to generative educational content, with teachers and young children creating and experimenting within play, resulting in educational outcomes. This research was possible to recognize that the implementation of early childhood education should start from how teachers perceive educational content, emphasizing the uniqueness of early childhood education. The educational content can encompass “moments of life, play, learning, immersion, joy, entanglement, rawness, respect, and care, as well as communication” that occur within the world of materials and the lives of children.