ScholarWorks@숙명여자대학교

초록

This study aims to reveal that infants’learning is not the linear capture of developmental moments but rather a process in which the past, present, and future are intertwined and actualized within the dimension of virtuality. From the position of a teacher-researcher, data generated in a one-year-old class at Childcare Center P between April 11 and June 13, 2022, including photos, videos, memos, play records, weekly plans, play stories, and a researcher’s journal, were reorganized and analyzed. Our investigation focused on the case of one infant participant (pseudonym Ji-hwan), and produced three key findings. First, previous experiences related to “cars”were repeated and varied, ultimately generating differences that became visible as learning. Second, the experience of “hospitality”at the classroom window was re-actualized as waiting play indoors, consequently leading to the expansion of nap-time practices and the emergence of new meanings and practices. Third, temporally dispersed play episodes, such as hiding behind a whiteboard and staying inside a living box, overlapped to form a “constellation”of nonlinear continuity in which the relationships between body and space were tested and enjoyed. These findings suggest that the “reading of learning”proposed in the 2024 Revised Standard Childcare Curriculum can be concretized by viewing infants’experiences as processes of actualization from virtuality and as the “thick now.”

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