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Re-conceptualization of Early Child-Centered Discourse: Based on postmodern deconstruction of constructivism
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유아중심담론에 대한 재개념화 탐구: 구성주의에 대한 포스트모던 해체를 중심으로

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Type
Academic journal
Author
Lee, Hwa-Do (대구가톨릭대학교)
Journal
The Korea Open Association for Early Childhood Education The Journal of Korea Open Association for Early Childhood Education Vol.27 No.6 KCI Accredited Journals
Published
2022.12
Pages
137 - 160 (24page)
DOI
10.20437/KOAECE27-6-06

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Re-conceptualization of Early Child-Centered Discourse: Based on postmodern deconstruction of constructivism
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Abstract· Keywords

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Based on the logic of ‘deconstruction’, core concept of postmodern discourse, this study examines the relevance of the meaning of early child-centered discourse, which is most actively discussed in contemporary early childhood education. A critical inquiry approach was adopted and the possibility of re-conceptualization based on postmodern thought was considered. Constructivism and alternative early childhood education principles consistent with the postmodern era were critically examined. First, education is a deconstruction based on inter-subjectivity as a post-subjectivity, which takes place within a personal relationship on the premise of an inter-subjective relationship between the teacher and the young child. Moreover, it is possible for education to broaden the horizon of comprehension through shared comprehension. Second, as a deconstruction based on postmodern discourse on difference it is an education based on the understanding of young children as beings of ‘différance’ and ‘becoming’, as opposed to beings with universal characteristics. Third, as a deconstruction based on postmodern ‘body’ discourse as a non-cogito subject, it respects the value of practical knowledge gained through the body and of perception. Education based on teacher-child inter-subjectivity acknowledges existential differences, and takes the small stories and daily experiences of young children seriously. Education initiated by understanding the value of perceptual thinking of young children rather than rational thinking, are intention points of re-conceptualization of early child-centered discourse.
#유아중심교육(early child-centered education) #상호주관성(inter-subjectivity) #재개념화(re-conceptualization) #탈 구성주의(post-constructivism) #해체(deconstruction)

Contents

Ⅰ. 서론
Ⅱ. 유아중심교육의 의미와 한계
Ⅲ. 포스트모던 사유: 새로운 해체 패러다임으로서의 가능성
Ⅳ. 논의: 유아중심담론에 대한 포스트모던 해체
Ⅴ. 결론
참고문헌
Abstract

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