보살핌의 텍스트로서 유아교육과정 이해 = Understanding Early Childhood Curriculum as a Text of Caring

국문 초록 (Abstract)

출생에서 만 6세까지의 유아를 대상으로 하는 유아교육과정은 가르침과 보살핌이 하나로 결합된 텍스트로서 이해되어야 한다. 그리고 교육과정 연구는 인식론과 윤리의 양 측면에서 접근해야 한다. 그러나 지금까지 유아교육과정 담론은 보살핌의 윤리를 상대적으로 평가 절하하여 인식론적인 틀 안에서 한정적으로 이루어졌다. 따라서 이 연구에서는 윤리적 관점에서 보살핌의 교육과정적 의의와 가치를 먼저 논하고, 보살핌을 핵심 주제로 하여 교육과정을 탐구하고 있는 페미니즘에서 이 윤리가 어떻게 인식되고 있는지를 밝히고자 하였다 이와 아울러 유아교육의 내용이나 유아교사의 전문적 영역으로서 보살핌이 차지하는 위상과 역할에 대해 자세히 진술하고 있다.

다국어 초록 (Multilingual Abstract)

Early childhood curriculum for children from birth to the age of six needs to be understood as a marriage text of teaching and caring. Curriculum research, likewise, requires both epistemological and ethical approaches. However, the conventional research of early childhood education curriculum tends to emphasize the epistemological and as a result slights the importance of care. New discussions triggered about a text of caring, especially by feminist fields, warrant a search for a new perspective regarding care. This study addresses the value of care from feminist and ethical perspectives and presents a possible educational content, teaching-learning methods and teacher roles that follow from a reconceptualized and designed early childhood curriculum. The purpose of an education that emphasizes care is to foster people who are interested in and considerate of others, who are capable of caring and who have the character that can love and be loved. When the ethics of care is applied to early childhood curriculum, the educational content needs to be organized to transcend the limits of a regular curriculum and include the hidden curriculum within an integrated approach. The teaching methods appropriate for delivering such educational content would include dialogue, meaningful adult modeling, practice and confirmation. For effective implementation of a curriculum emphasizing care, the role of the teacher becomes critical. Instead of being a mere transmitter of knowledge and a person in charge of basic education, the teacher must faithfully fulfill her/his role as a moral leader and care provider spearheading holistic education. Close and warm dialogue and personal encounters with children are examples of how to practice care of young children. Through such exposure to and engagement with caring experiences, teachers help young children develop to be adults capable of practicing care within their society themselves.

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