텅드럼과 0세반 영아들의 마주침, 그리고 교사의 함께-되기

Abstract

This study illuminated how encounters with a tongue-drum invited specific memories, stories, relations, and actions from 0-year-old classroom children and their teacher. Paying close attention to the relational pedagogy of ‘becoming-with’, we hoped to understand spacetimematterings of the child-centered, play-centered curriculum, co-created by stakeholders. From April 2022 to February 2023, we generated research data through 12 interviews and frequent informal talks with the teacher, as well as sharing play observational records through SNS, classroom observations, interviewing the director, and collecting relevant documents including parental responses. Simultaneously, researchers also became engaged in mutual entanglement, transecting across and overlapping with one another through continuous rhizomatic movements. We discovered that encounters with a tongue-drum made the infant-toddlers respond with a variety of senses and memories, leading to agential, emergent actions. They sensed specific materiality of the tongue-drum, endowed unique meanings, and responded with various plays, while their teacher marveled at powerful capacities of infant-toddlers and became a co-actor of their co-created curriculum. We suggest that shifts of philosophical perspectives upon the ontology of learners and teachers as well as discourses of play and learning are needed for implementing the play-based, relational pedagogy, along with facilitating learning communities among everyone involved to make differences together.