ScholarWorks@숙명여자대학교

초록

The purpose of this study is to provoke a full-scale discussion on the principle of play-based education at the time of the national reformation of early childhood curriculum. This is to explore the concrete direction for more effectively implementing the play-based principle in the field along with the poststructuralist sprit of the time. First, it is attempted in the study to discuss what have been problematic in the traditional play-based education in its theoretical as well as practical levels. Next, it is explored at what levels and in what dimensions we need to open and encourage the vitality and the becoming power of children’s play, maximizing the educational possibilities intended by the play-based principle of the newly revised Nuri-curriculum. As a result in this study, it is found that traditional play-based principle has been implemented in educational settings under the condition of the confused dualism of work versus play and the inter-contradictory teaching and learning methods in its application. This reveals the hidden admiration of structuralist orderings of the world, i.e., hierarchic classifications of play forms and types within the limits of representational thinking based on corresponding theory of truth. It is suggested that we do need to speak of children’s play with new logic and languages more faithful to the genuine complexity and dynamic event-nature of children’s activity and play. This calls for the paradigmatic shift from the structuralist point of view to the poststructuralist on human beings and the world. Conclusions are made that attention should be given to and active discussion be made on the very dimension of phenomenality of inner reality of children’s play experience. More specifically, findings of this study center around three main questions: what kinds of phenomena children’s learning in play is, what natures the play activity includes when children affect each other with both humane and inhumane(material) things during play, and in what ways the transformations of children’s being would be made into new ontology as active agents of their own creation of play reality.

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