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Paradigm Shifts in Early Childhood Education and Teacher Education

손은애
한국유아교육학회 (The Korean Society For Early Childhood Education)|2020.12|International Journal of Early Childhood Education|제26권 제2호|pp. 161-183|DOI 10.18023/ijece.2020.26.2.009

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참고문헌

키워드

paradigm shift패러다임 전환child-centerednessearly childhood teacher education유아교사교육developmentally appropriate practicesdiscourse of early childhood education유아교육 담론아동중심사상발달에 적합한 실제
주제분류교육학

초록

This study utilizes Michel Foucault’s “genealogy of knowledge” to investigate the shifts in the discourses of early childhood education (ECE); it retraces modern views of children and key concepts of modern ECE philosophy such as child-centeredness and developmentally appropriate practices. Examining the current paradigm shifts in the field, this study provides implications and suggestions for early childhood teacher education. The results are as follows: Although paradigm shifts in the field affected logical systems or people’s perspectives on children and education, conventional philosophers’ ideological foundations were not entirely denied. Along with the modern shifts, the field was developed based on a scientific foundation that focused on children. Postmodernism reveals social inequality and injustice through interpreting intrinsic assumptions in the modern view of children and key concepts in the field’s discourses. The field’s historical trend of inclining to scientific studies of children psychology and development tends to obstruct early childhood educators’ broader field of vision in socio-cultural contexts. As social factors, paradigms, and the educational field have inseparable relationships, teacher education programs need to provide broader views on education such as sociological or political perspectives on ECE. Thus, pre-service early childhood teachers will get a comprehensive understanding of educational phenomena with consideration of socio-cultural contexts and construct their stances on education.

Abstract

This study utilizes Michel Foucault’s “genealogy of knowledge” to investigate the shifts in the discourses of early childhood education (ECE); it retraces modern views of children and key concepts of modern ECE philosophy such as child-centeredness and developmentally appropriate practices. Examining the current paradigm shifts in the field, this study provides implications and suggestions for early childhood teacher education. The results are as follows: Although paradigm shifts in the field affected logical systems or people’s perspectives on children and education, conventional philosophers’ ideological foundations were not entirely denied. Along with the modern shifts, the field was developed based on a scientific foundation that focused on children. Postmodernism reveals social inequality and injustice through interpreting intrinsic assumptions in the modern view of children and key concepts in the field’s discourses. The field’s historical trend of inclining to scientific studies of children psychology and development tends to obstruct early childhood educators’ broader field of vision in socio-cultural contexts. As social factors, paradigms, and the educational field have inseparable relationships, teacher education programs need to provide broader views on education such as sociological or political perspectives on ECE. Thus, pre-service early childhood teachers will get a comprehensive understanding of educational phenomena with consideration of socio-cultural contexts and construct their stances on education.

참고문헌 (45)

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