위에서 아래로의 유아교육 질 향상에 대한 우려

윤은주(Yun Eunju),이진희(Lee Jin-Hee) 한국열린유아교육학회 2011 열린유아교육연구 Vol.16 No.5

1980년대 대처정권부터 ‘지방분권식’ 교육전통을 벗어나 ‘중앙집권식’ 질 향상을 도모하는 교육개혁을 펼치고자 해온 영국유아교육의 최근 동향을 살펴봄으로써, 유아교육의 질적 수준 제고와 재구조화 과정을 겪고 있는 우리나라 유아교육에 줄 시사점을 모색하고자 하였다. 이를 위해 문헌연구 방법을 통해 지난 20년간의 전반적인 영국교육정책의 변화 경향을 살펴보고 이어서 영국유아교육의 질 향상을 위한 정책 및 교육과정 동향을 분석함으로써 정부주도형 개혁이 유아교육의 질에 미치는 역기능을 살펴보았다. 대처주의식 영국 교육개혁은 위에서 아래로 이루어지며 국가수준 교육과정 수립, 전국단위 학력평가 실시와 같은 수월성과 성과주의를 내세운 결과로 인해 교육의 양극화와 아동빈곤과 같은 심각한 문제를 초래한 것으로 평가받고 있다. 이렇듯 최근 20년간 이루어진 영국 교육개혁의 역사는 확고한 비전이나 현장교사와 관련전문가의 의견은 배제된 채 정치적 결정에 의존하는 국가주도형 개혁은 유아교육의 질을 오히려 경직화시키고 퇴보시킬 수 있는 부작용을 낳을 수 있음을 시사했다. 이 글은 민간의 자율성과 국가의 공공성이 균형감 있게 공존할 수 있는 우리나라 유아교육정책 수립과정에서 기초자료로 활용될 수 있을 것으로 기대한다. This study aims to investigate recent changes in British early childhood education, shifting from the localized voluntary educational tradition to the increased national control, since the 1980s driven by Thatcher administration. From this, we hope to glean the implications for the improvement and restructuring of Korean early childhood education. Through a literature analysis methodology, we examined the overall changes in the British educational policies over the last 20 years, followed by the analysis of the British early childhood policies and curriculum, and explored possible side-effects of national quality improvements on the early childhood education. The Thatcherian educational reform took the top-down approach, represented with the national curriculum and standardized achievement test. The results of this top-down British educational reform including early childhood education reconstruction have created a severe polarization of educational opportunities and child poverty. This 20 years’ history of British educational reform provides implications for the current reconstructing process of Korean early childhood education that if policy makers do not take the visions and suggestions of early childhood experts’ and practitioners seriously, early childhood institutions will be trapped in the cycles of perpetual change that lead nowhere.

자기주도적 프로젝트 교사교육 콘텐츠 개발 탐색연구

윤은주(Eunju Yun) 한국아동학회 2015 아동학회지 Vol.36 No.3

This study aims to uncover what kinds of difficulties preschool teachers are now confronted with when they begin to implement project based learning with young children, in order to develop contents for teacher education programs. From July 2012 to February, 2013, 9 teachers participated in implementing projects in preschool classrooms. For data generation and interpretation, observations of class projects, tape-recordings of teacher conferences, and interviews with the teachers were made. The findings were as follows: teachers`` uncertainty regarding project itself, teachers themselves, child competence, and its sustainableness were the most critical obstacle to hinder the teachers in implementing self directed projects with young children. The results imply that the teachers`` belief in child competence in doing projects is of great significance; their view that it is very difficult for them to do projects without viewing young children a co-constructor of knowledge. Therefore, the key element in developing contents for teacher education programs should include a richer understanding of young children’ competence.

Becoming-Early Childhood Teacher Educator: Applying Deleuzian Methodology

윤은주 ( Eunju Yun ) 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.S

This study aims to de-territorialize and re-territorialize a role of an “early childhood teacher educator” by breaking traditionally determined rules, habits, strategies, and regulations; and also aims to generate new agencies or becomings in a preservice education classroom. Deleuzian methodology (Coleman & Ringrose, 2013) was adopted to capture the awkward, messy, unequal, unstable, surprising and creative qualities of encounters and interconnections across differences (Stewart, 2007, p. 128). Data generation was done from the first week of September in 2017 to the second week of January in 2018, over a span of 6 months, with 14 student teacher participants including the researcher. The two big rhizomes were generated, the happening of breaking and the becoming of an early childhood teacher educator. The first rhizome was entangled by three small rhizomes: rupturing my own class rituals as a conductor; inviting prohibited rules and materials; and playing a role of a self-stinging stingray lecturer. These three rhizomes played a key role in continually breaking my own instructional rituals and regulations and, eventually, created the second result, i.e., new becomings of bodies of all the elements in the classroom. This research hoped to make contributions to turning a typical practice of pre-service education to beneficial opportunities for early childhood student teachers to have a power of transformation over their future practices with forces and intensities of de-territorialization and re-territorialization.

프로젝트 학습에서 권력(power)의 이동을 통한 학습자의 임파워먼트(empowerment) 구축

윤은주 ( Eunju Yun ) 한국유아교육학회 2017 유아교육연구 Vol.37 No.1

본 연구는 이상적 교육의 목표인 학습자의 임파워먼트(empowerment) 구축을 통한 교실 내사회정의 실현을 목적으로, 프로젝트 학습을 적용하는 교실에서 학습자들이 어떻게 임파워먼트를 구축해나가는지의 과정을 상세하게 담아내고자 하였다. 이를 위해 12개월 동안 아동, 교사와 함께 연구자가 직접 참여하여 프로젝트 학습을 적용하는 가운데 비판적 질적 연구(critical qualitative research)를 실시하였다. 연구결과에 따르면, 프로젝트 학습 고유의 특징으로 인하여 교실 인적구성원(human), 자원(resource), 공간(space) 측면에서 종래의 위계와는 다른 운영질서가 형성되면서 특정 대상에게 과도하게 부여한 권력(power)체계가 급속히 해체되었다. 이런 권력해체는 개개 학습자들로 하여금 각자의 권력을 갖게 만들었고 결과적으로 기존의 권력체계를 버리고 권력을 함께 공유하는 새로운 교실 권력담론을 등장시켰다. 본 연구는 유아교육영역에서 간과되어온 교실 내 권력과 임파워먼트를 다루었다는 점에서, 또 프로젝트 활동을 통한 정의와 평등실현이라는 점을 부각시켰다는 데에서 그 학술적 의의를 찾아볼 수 있다. 본 연구를 기점으로 우리나라 유아교육영역에서 유아와 관련한 권력담론이 보다 활발히 논의될 수 있기를 기대한다. This study is qualitative research involving a group of elementary students, a classroom teacher, and a university staff. Research purpose is to delineate a detailed process of how project learning empowers learners through distributing power in a classroom. Findings indicated that the context of project learning, particularly, freedom of choice in practice, played a significantly important role in empowering all of the children by distributing power over people, resources and spaces. And it consequently led to the realization of social justice and equity in the classroom. This paper makes contribution to highlight the significance of `power` and `empowerment` in education for young children, which has been neglected in the field of research on project learning in early childhood education. In other words, it reminds us that project is not only the high quality teaching-learning approach but also the core strategy of democratic citizenship education in the classroom.

들뢰즈 철학에서 영아 언어 의미 찾기

김윤미(Yoonmi Kim),윤은주(Eunju Yun) 한국생애학회 2023 생애학회지 Vol.13 No.2

본 연구는 ‘말’이 중심이 되어 논의되는 언어발달 담론을 재조명해 보고자 함이다. 언어발달 담론에서 영아의 언어는 무의미 혹은 비(非)언어로 지칭된다. 따라서 영아 언어 연구는 사회적으로 합의된 ‘말’을 성공적으로 수행하는 방안을 제안하는 측면에 머물러 있다. 본 연구는 영아의 삶에서 펼쳐지는 다양한 행위가 ‘말’을 보완하는 비언어적 요소가 아닌 그 자체도 언어의 의미를 지니고 있다는 점을 주장하는 것을 목적으로 한다. 이를 위하여 위의 주장을 긍정하는 들뢰즈 철학을 바탕으로 영아의 언어를 조명하였다. 들뢰즈는 자신의 저서에서 ‘말’의 의미가 구조라고 주장하는 구조적인 언어학에 대한 비판적 시각을 드러낸다. 이를 넘어서서 인간이 생성해내는 다양한 비언어적 요소야말로 진정한 언어임을 강조한다. 그의 저서 중 언어에 대한 의견이 구체적으로 피력되는 「의미의 논리」, 「안티 오이디푸스」, 「천개의 고원」의 중점적 고찰을 통해, 영아의 삶과 얽혀 표현되는 다양한 행위의 의미가 어떻게 언어로 긍정될 수 있는지 그 근거를 모색하고자 한다. 이 과정을 통해 본 연구가 주장하는 바는 영아만의 세계 속에서 그들만의 언어가 존재한다는 것이다. 본 연구는 기존의 언어 패러다임으로 함몰된 영어 언어의 제한점을 넘어서는 관점을 제공함으로써 영아 언어가 가진 무한한 잠재성을 드러내고자 한다. This study focuses on “speech,” the foundation of infant language development discourse, and thus aims to shed light on language acquisition-centered discussion. Language development discourse considers the language of an infant as being without meaning or non-verbal (non-language). Therefore, infant language research has focused primarily on suggesting ways to successfully carry out the socially agreed-upon act of “speech.” This study considers Deleuze’s philosophy as acknowledging the claim that various actions during infancy are not just non-verbal elements that are supplementary to “speech” but instead have the meaning of language on their own. In his writing, Deleuze critiques structural linguistics that claims that the meaning of “speech” is structure . Transcending such thought, he emphasizes that true language actually consists of the various non-verbal elements that humans create. By examining Logique du sens, L’anti oedipe, and Mille plateau, works of Deleuze that expound on his views about language, this study attempts to understand how the various actions expressed during infancy can be affirmed as language. Ultimately, it argues that an infant’s world contains a language of its own.

누리과정 신체운동영역 재구성 과정에서 유아교사들이 경험한 4가지 리좀 이야기

송영선 ( Song Youngsun ),윤은주 ( Yun Eunju ) 한국유아교육학회 2018 유아교육연구 Vol.38 No.4

본 연구는 교사의 존재가능성을 탐색하기 위해 누리과정의 신체운동영역을 재구성하여 그 과정에서 드러나는 양상을 Deleuze와 Guattari의 리좀(Deleuze & Guattari, 2003)의 원리로 살펴보고자 하였다. 이를 위해 2017년 3월 8일부터 6월 7일까지 서울 소재 A어린이집의 교사 4명과 함께 신체운동영역을 재구성하였다. 그 결과 유아교사의 복수성과 연결성은 신체운동영역의 재구성에 연결할 때 생성되는 새로운 지식과 관련이 되고, 다질성은 교사의 교수 수행과 관련된 외부적 요인을 포함하며, 비의미적 단절의 원리는 교사가 신체운동영역에서 교사 스스로 의문을 제기했을 때 탈영토화와 재영토화의 원동력이 되었다. 지도제작법과 데칼코마니의 원리는 교사가 경험을 통해 얻은 교수법의 복제, 모방이라는 기제를 사용하는 과정과 연결 접속될 수 있게 하였다. 6가지의 리좀의 원리에서 파생된 본 연구의 유아교사의 리좀은 내려놓기, 틀 깨기, 리듬에 함께하기, 패러디하기로 생성되었다. 교사들은 신체운동영역 재구성 경험을 통해 어렵게 보았던 신체운동영역의 홈파인 교육 공간에서 탈주하였다. 이러한 신체운동영역에서 유아교사 되기의 과정은 교사에게 행위주체자로서 재영토화의 과정이 되었다. 이 연구가 신체운동영역에서 교사의 위치를 재배치하고 역량을 찾고, 탈영토화하고 재영토화의 강도를 높이는데 도움이 되길 기대한다. The purpose of this study is to reconstruct the physical exercise section of Nuri curriculum in order to investigate the teacher’s ontological possibility and to examine the aspects revealed by the principles of rhizome (Deleuze & Guattari, 2003). For this purpose, the physical exercise section was reconstructed from March 8 to June 7, 2017, with four teachers of a daycare center in Seoul. Results showed that the diversity and connectivity of early childhood teachers are related to the new knowledge that is generated when linking to the reconstruction of the physical exercise section. Heterogeneity includes external factors related to teacher’s teaching performance. The principle of asignifying ruptures became the driving force of de/re-territorialization when teachers themselves raised questions in the section of physical exercise. The principles of cartography and decalcomania allow teachers to connect with the process of using the mechanism of cloning and imitation of the teaching acquired through experience. The teacher’s rhizome of this study, derived from the six principles of rhizome, was created by release, broken frame, get into the rhythm, and parody. The teachers were in line of flight from the striation educational space of the physical exercise section which was difficult to see through the experience of reconstructing the physical exercise section. In the section of physical exercise, the routes of becoming an early childhood teacher became a process of re-territorialization. It is hoped that this research will help to re-territorialize teacher’s assemblages, find capacities, deterritorialize and reinforce the re-territorialization’s force in the section of physical exercise.

영아기 자녀와의 신체동작 놀이가 아버지 되기 경험에 주는 의미 탐구: G 영유아 놀이 교육 기관 경험을 중심으로

김혜련(Hye Ryun Kim),윤은주(Eunju Yun) 한국아동학회 2019 아동학회지 Vol.40 No.4

Objectives: This study aimed to investigate how the aspect of body movement play appears between father and infant child and explore the significance of the results on being a father. Methods: The G play education institute which specializes in having parents participate in infant play education, was selected as the study site, six fathers with their first infant child who signed up at the G play education institute were selected as study participants. In-depth interviews and participant observation were conducted for three months from September to November 2016. Results: The body movements plays of the fathers with their infant child were categorized into ‘bodylimited play’, ‘gender role-limited play’, ‘play transmitted over the generations’, and ‘burdensome play’. In analyzing the significance of body movement play with an infant child to the experience of a man transitioning into a father figure, the following were shown to be significant: ‘relationship building through body interaction’, ‘a transition from my individual self into a father figure’, ‘being born again to a mature father’, and ‘adding family happiness through body movement play’. Conclusion: The results showed that body movement play between the father and the child, which is being emphasized and re-highlighted as a representative parenting form of fathers helped in relationship building, enhancing parenting capability, fostering parents’ capability of ensuring the child’s growth and development as well as encouraging growth and adulthood development during the turning point that is fatherhood. It also implies that fathers contribute to family happiness through their self-reflection and growth.

유아 놀이에서 의성어 · 의태어 사용 의미 탐구

김윤미(Yoon Mi Kim),윤은주(Eunju Yun) 한국아동학회 2017 아동학회지 Vol.38 No.1

Objective: The aim of this study was to examine the meanings of onomatopoeia and mimetic words contextually used contextually when children play together. Methods: The participants included 40 children (ages 3–5 years) attending “M Daycare Center” in Seoul and “S Daycare Center” in Seongnam (a city in Gyeonggi-do). Twenty rounds of play observations were conducted at the centers. Once per week from May to October 2015. Results: The onomatopoeia and mimetic words observed were primarily relate to physical movements, sounds, and shapes. These types relate to Max van Manen’s life-world existentials, correlating with spatiality, corporeality, and relationality. The characteristics of onomatopoeic and mimetic words used were additive and were used by the children to refine and diversify their language skills and enrich their linguistic imaginations. Conclusion: Onomatopoeic and mimetic words help children design their own play situations based on their creativity and help them share the play with their peers.

(+)-Chromen 유도체의 합성 및 이들의 Wnt/β-catenin pathway 억제 활성 평가

이지현,조수현,윤은주,오유석,송규용 충남대학교 약학대학 의약품개발연구소 2013 藥學論文集 Vol.28 No.-

(+)-Decursin and GCK062, which is decursin derivative, showed strong inhibitory activity for Wnt/β-catenin signaling and suppressed concentration-dependently PC3 cell growth. These compounds have pyranocoumarin ring as backbone and acryloyl group as side chain. In this study, we introduced (+)-chromen ring as backbond, that is more simplified than pyranocoumarin, and synthesized (+)-chromen derivatives. As a results, in most cases, (+)-chromen derivatives disappeared or lowered the inhibitory activities for Wnt/β -catenin signaling. However (+)-chromen derivative (SLC-G005, 92.0%), introduced 3,4-dihydroxycinnamoyl group, showed potent inhibitory activity, not as much as GCK062 (99.5%).