구성주의놀이이론과 진화문화놀이이론에 기반한 유아 놀이 탐색: 놀이중심교육과정의 철학적 정당성

Abstract

This study aims to examine early childhood play as a cognitive structure of the human mind and a fundamental practice in cultural formation. It sought to theoretically establish the philosophical justification and practical direction of a play-based early childhood curriculum. First, the findings confirmed that constructivist play theory conceptualizes young children’s play as a structure in which imagination, symbolic meaning-making, rule internalization, social role enactment, and integrative thinking collectively promote cognitive development and social competence. Second, the evolutionary-cultural play theory highlights that, even prior to the emergence of language, humans have engaged in play involving imagination, rules, symbols, and cooperation to construct fictional worlds and generate culture. This study identifies early childhood play as a microcosmic re-enactment of these cultural processes. Third, by integrating the theoretical convergence of the two play theories into the concept of a play-based cognitive structure, the play was viewed as a structural practice that simultaneously fosters cognitive development and cultural formation, providing a philosophical foundation for play-based curricula. Fourth, the concept of co-led play between young children and teachers emphasized the teacher’s role as a collaborative partner. This study describes play as a practice that embodies the cognitive and cultural characteristics of humanity and offers a theoretical and practical framework for implementing play-based early childhood curricula.