유아교사의 감각적 조응을 통한 공간 생성 연구 : 유아 공간의 어포던스와 물질성 다시 읽기 = A Study on Space-Making Through Sensory Responsiveness of Early Childhood Teachers : Re-reading Affordances and Materiality in Children’s Spaces

다국어 초록 (Multilingual Abstract)

This study is a qualitative inquiry conducted by a teacher-researcher, utilizing the photo essay method to explore classroom and hallway spaces in early childhood education institutions from a sensory and ontological perspective. Grounded in posthumanism, new materialism, and object-oriented ontology, space and materiality were repositioned as active agents co-creating meaning alongside children and teachers. The research was administered from late February to late March 2024, following two years of theoretical seminars, daily photography, and sensory journaling that have started in 2022. Through this process, the teacher-researcher came to perceive and respond to space not as a static backdrop but as a relational field shaped by children’s movements and sensory engagement. Findings revealed that classrooms and hallways function as dynamic sensory spaces where children, teachers, and non-human elements are entangled in generative flows. The photo essay method enhanced the teacher’s sensitivity to the affordances and sensory potentials of the educational environment. This study underscores the need to reconceptualize early childhood spaces as living ecosystems and suggests a pedagogical shift grounded in responsive entanglements between human and non-human entities.