ScholarWorks@숙명여자대학교

초록

This study explores the meaning of early childhood and elementary school connection from the perspective of continuity, rather than adaptation to a different process. To achieve this, a play-based practice was conducted on five-year-old children, first-grade elementary school students, their classroom teachers, and the researcher. A total of eight play sessions were held at the elementary school. The researcher aimed to engage with participants through a post-qualitative research method that deconstructs categorized research results and reconnects with the data. The findings are as follows. The young children created an internal distinction regarding elementary school through play and perceived the school as a continuation of their lives, imagining their transition to first grade. First-grade students experienced their roles as older siblings through play with younger peers and developed a sense of belonging and pride towards their school, which they had previously not recognized. Discussions among teachers led to shared insights about the curriculum content and teaching methods, facilitating an educational linkage concerning the individual levels of both young and elementary students. The implementation of the study was a process in which multiple entities formed relationships, communicated, and changed together. The connection between early childhood and elementary education approached this dynamic curriculum from a macro perspective of continuity.

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