ScholarWorks@숙명여자대학교

초록

Purpose: This study originated from deepening concerns over contemporary pedagogical approaches to the project-based learning, which started from new reformative ideas to engage children’s minds with meaningful encounters within their life experiences through an in-depth inquiry over a relatively long period of time, but have been distorted and deteriorated due to gradual standardization and stereotypical reproduction. Method: In search of vital meanings of the project-based learning through critical reflection, the researchers focused on performance of project journal data compiled by early childhood teachers, based on post-structural research methodologies. Results: Through the lens of Deleuzian philosophy, the trajectories of the young children’s exploration and understanding of their world are illuminated by paying attention to how the dynamic desires of the agentic children and their teachers were intertwined to arrange and pursue new questions and how segmental molar lines, molecular crack lines, and lines of flight are entangled in the course of a project. The ‘Mystery of the Bus Number’ project that was conducted and documented in a classroom of 4- and 5-year old olds in a child care center was reanalyzed. Discussion & Conclusion: Based on our re-readings of the project data, we suggest that project-based learning should not be constrained by the pre-determined series of activities based on the rigid logic of representation, but operate as multiplicities of dynamic and complex diagrams of young children’s desires to understand and participate in their world.

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