ScholarWorks@숙명여자대학교

초록

This study aims to examine, from a new materialist perspective, how play videos function as active agents that encounter early childhood teachers and prompt them to re-envision their pedagogical gaze To this end, four early childhood teachers participated in an iterative process of filming, revisiting, and discussing videos of infants’ play. Data were collected over nine sessions from April to July 2024, including play videos, teachers’ play documentation, and recorded reflective dialogues. These materials were subjected to repeated review, analysis, and transformative writing. The findings reveal that play videos materialize teachers’ voices and the intra-active entanglements among infants, fostering practice of watching that attunes them to infants’ learning with one another. The shifting of the camera angle—from the teacher’s eye level to the infant’s perspective—enabled teachers to perceive these differences and interpret them as meaningful learning. In addition, play videos prompted teachers to imagine traces residing outside the frame and in the marginal spaces, encouraging a more profound attentiveness to infants’ learning. By revealing multilayered experiences, the videos enabled teachers to sensorially engage with and respect infants’ unique ways of learning, thereby leading toward ethical pedagogical practices. This study is significant in that it posits play videos as active agents that catalyze new modes of thought and pedagogical practices, reshaping how teachers interpret and respond to infants’ learning.

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