유아기 놀이와 교육, 현시와 해체

Abstract

This study aimed at expanding the horizon for understanding play & education in early childhood by examining the meaning of play & education that present itself through the lives of young children, as a being with plurality in itself, through substracting from the center rather than a centralized understanding under the educational framework so far. To this end, I conducted field observations, interviews, and collected documented records on 11 young children at H, an alternative school, for 6 months from May to October 2019, and signified them in a phenomenological analytical method. Looking at the meaning of play & education that present dismantled from the lives of young children, play & education dismantled from the presented lives were breaking away from the educational concept. In the case of young children‘s play, they were accepting the existential differences of individual beings as they were, away from the educational perspective, doing meaningless practices. In the case of young children‘s education, young children‘s lives came first in education with teaching being summoned in the process of learning. In a situation where the structure of education was deconstructed, teachers were faced with challenges. Dismantled play and education have appeared through connections to the lives of young children, and young children have achieved learning through complicated connections, sometimes through play and other times through education