ScholarWorks@숙명여자대학교

초록

This study aims to create difference(s) by overcoming the prevalent dichotomous way of thinking in early childhood education which leads to repetition of identity and eventually thought without a concept. In order to examine how teachers who are familiar with the planned curriculum according to existing developmental discourse and teaching-learning strategies overcome the repetition of sameness, 10 preschool teachers and 5 researchers were joined as study participants to apply the notion of ‘asignifying rupture’ Deleuze and Guattari's when they implement their curriculum from June to October 2018. In this process, teachers’ experiences of implementing curriculum were analyzed by adopting post-qualitative research methodology which criticizes positivized qualitative research(St. Pierre, 2013). The results show that participants had created differences in both personal life and classroom performance. On the other hand, the aspects of the differences appeared mixed and whimsical, and the teachers' plateaus for making the differences were constantly generated, expanded and disappeared. Based on this experiment and movement for overcoming a dualistic way of thinking, we suggest that the following three are important for creating differences when performing curriculum in preschool classrooms. First, teachers of young children should be given the opportunity to ‘rupture’ or ‘disconnect’ the existing practices and second, ‘a holey space’ should be allowed for rupturing, and finally ‘tolerance’ should be secured from the temptation toward the rapid achievement of the goal.

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