공동육아 교육담론 형성과 실천에 대한 비판적 고찰

Abstract

In this study, the formation and practice period of the educational discourseof cooperative care and education were divided into four stages. First, the educational discourse emphasized the change from the child-care center community to the village community in the period of popularization of cooperative child care and education discourse (2001-2003).In this period, the quantitative expansion of 'cooperative childcare center' was achieved, but the cooperative childcare education based on 'community' was not popularized. Second, in the period of:Reflection on Cooperative Care and Education for Children (2004-2007), the educational discourse focused on the identity of cooperative care and education and child care for low-income families and emphasized the changing of culture withinSocial Child Care. Nevertheless, during this period, interest and support for the childcare problems of low-income families was not activated due to joint childcare education. Third, educational discourse was emphasized in terms of learning and practicing a new way of life in the time of imagining the cooperative care and education of children (2008-2010).This period was a time of dreaming of co-education for children as a new possibility. Fourth, educational discourse emphasized the way of sharing life centered on villages in the period of cooperative care and education (2011-2017) as a way of life. In addition, it emphasized the professionalism of the teacher, who develops the early childhood curriculums, grows and collaborates with the crisis of changes of overall child care policies, and insists to learn the ability to help the young children through relationships and caring.