놀이중심 개정 누리과정의 기독교적 탐구

Abstract

Since the National curriculum for early childhood education, so called revised Nuri curriculum in Korea has been directed toward ‘the play-centered’ curriculum, so many concerns of ‘play’ has been increased. The Ministry of Education announced that the play-centered revised Nuri curriculum should be practiced from the school year of 2020. It has been caused not inconsiderable confusion. Because from the beginning of the early childhood education in Korea, the play-centered curriculum has been emphasized. The concept of ‘play’ has been situated in the core of the early childhood curriculum and practiced on play-centered activities for 3~5 years old children. That is, ‘learning through the play’ has been the core concept for the early childhood education. But there is a room for the confusion in the point of practicing the application and method of play as well as the span of play time and play environment differently in the institution of the early childhood education. In addition, with the Christian perspective, the study of play-centered curriculum must be studied further in the ground of public education. Therefore First of all, this study has been started to investigate the theory of play humanistically as well as theologically: humanistical theory of playing human, ‘homo ludens’by Johan Huijinga as well as theological theory of playing God, ‘Deus ludens’ by Jűrgen Moltmann. Secondly, play-centered free play which the children regard as a real play has been examined for 8 times during about one month. Finally, the process and result of free play are analyzed in the light of the principle of culture in human play, and also a new theological insight for the understanding of God as a relational Trinity of God, Perichoresis, dancing God. The results from the play-centered free play confirmed that as a homo ludens, play is really the essence of humanity created by Deus ludens who created the world based on God’s willing freedom through dancing with great joy and satisfaction within the relational harmony of Trinity of God, as a community interacting with uniqueness and unity. Teacher started to play roles of a participant observer, material provider, and sympathized emotional supporter and then ended to play a role as a member of child & play-centered free play who is dancing with the children. In this sense, child and play-centered revised Nuri curriculum would be an opportunity, rather than a confusion to actualize the new creation, playing with nature, with children, with teacher, and dancing with Trinity of God in the playground of daily life if the essence of the play is fulfilled.