숲반 유아들이 경험하는 공간과 놀이에 대한 탐색

Abstract

The purpose of this study is to explore the meaning of ‘Learning Space’ which has been disregarded in modern Schools building upon the structuralistic perspectives. Especially this study focused on the significant of learning space in connection with young preschooler's play in Forest School and Forest Kindergarten which is seen as an way of escaping from the classroom spatial order in modern school. The data were collected from September to November in 2012, including researchers' participatory observations on preschooler's daily activity happened in the Forest, and interviews with them and the teachers. The results of the study indicated that forest is a space where signifier and signified are relatively loosely combined, compared with play space including kindergarten classroom. This feature makes play space of Différance where diversity, diffrerence and ‘devnier’ are accepted in preschooler' play, makes it possible to meet multiplicite and creates Rhizome play which leads to new contents of play and place. In addition, the mutual overlap and variation of the image is free, interpretation of intertextuality is allowed to play co-variation of the ‘simulacru’ was possible. These forests play in space on the opinion of the preschooler who live with us after the post-structuralism, create, and ‘simulacru’ term relationships and preschooler's play predict and see the forest from the preschooler's play area can try to re-access will have new possibilities.