교사의 교육적 비전을 향한 질문하기로 유아와 함께 만들어가는 교육과정-되기 = Becoming-curriculum with Children through Teachers’ Educational vision-oriented Questioning

다국어 초록 (Multilingual Abstract)

This study aims to explore how teachers’ educational vision-oriented questioning during the implementation of the revised Nuri Curriculum contributes to deepening and enriching the early childhood curriculum. It also investigates how children’s learning and growth unfold within a play-based curriculum. To this end, the study revisited play documentation recorded in a four-year-old classroom in 2021, focusing on how teachers’ educational vision and their emergent questioning dynamically intertwined with children's play, becoming curriculum-with. In addition, in-depth interviews were conducted with the center director and classroom teachers to closely examine the reflective process through which they listened attentively to children and generated pedagogical questions. Throughout the journey of play and learning, children were found to expand their capabilities with openness, responding with relational sensitivity and growing together in entangled ways. The findings suggest that questioning grounded in play documentation and its re-visitation can play a pivotal role in becoming-curriculum for and with young children.