리좀적 관점에서 바라본 유아들의 바깥놀이

Abstract

Objectives This article aims at reviewing the processes of experiences and learning in outdoor plays with a rhizomatic perspective, drawing them through a rhizomatic map, confirming authentic values of outdoor plays and their apsects, and making new suggestions for outdoor plays which have been recognized as superficial values on site.
 Methods For this, participatory observation and visual research methods were applied to 52 five-year-old young children of A Kindergarten in B city. And in order to figure out before and after the plays of the children, who cannot be figured out easily by participatory observation and visual research method, and their close relationships, semi-structured interviews were also conducted. The collected data through participatory observation, visual research method, and interviews were analyzed according to the inclusive analytic procedures based on the Pragmatic Eclecticism suggested by Young-cheon Kim(2016) and the validity was secured through the evidence of the ‘Credibility’ of Lincoln and Guba(1985).
 Results Young children’s outdoor plays starting from an accidental encounter with snails on the way to walk on a rainy day were created through endless connections and contacts. Their plays created by an accidental encounter with snails were categorized into an accidental encounter, recreation by chance, connections and connects, creating meaning, entering into the site of learning, dislocating and learning together, and thinking newly and without limit. Young children exist as nomads who reject territorialization, pursue new arrangements and desires which are different from the present time and try deterritorialization. Therefore, young children’s outdoor plays have neither start nor end and show non-linear and rhizomatic characteristics like roots digging into and stretching out underground endlessly.
 Conclusions Young children’s outdoor plays with the rhizomatic characteristics could not be understood with a tree-type perspective concluded with a center and they require teachers and adults to change their perspectives to the rhizomatic one which is not fixed but changing. And young children can meet the world, think and create learning as actors in plays when they have possibilities of changes and dislocation in play venue, time, play methods, etc.