유치원에서의 유아생활세계의 긴장과 갈등에 대한 해석학적 이해 = A Hermeneutic Understanding of Young Children`s Experiences of Tension and Conflict in Their Life - Worlds

다국어 초록 (Multilingual Abstract)

This study explores the meanings of tension and conflict in the life-worlds` of young children by ahermeneutic understanding, going beyond the early childhood teachers` habitual and reductive interpretations. Young children experience tension and conflict in their relationships with teachers and friends in the peer group to which they belong in their life-worlds. They construct new meanings for their worlds from interactions with peer relations and friends, and they experience self-socialization through the very tension and conflict inherent in their life-worlds. In kindergarten early childhood teachers oppress their pupils by imposing consciously and unconsciously the handed-down values of adults thus confining them in a typically categorized frame through metaphorical symbolization. Reflecting upon recent early childhood education in Korea, I note that early childhood teachers and researchers in Korea have been interested in young children`s roles and behaviors and they have a tendency to avoid understanding their pupils ontologically. In this context, I would suggest that early childhood teachers make an effort to understand ontologically the meanings of tension and conflict in young children`s life-worlds and that they teach their pupils by considering their individuality and recognizing children`s as well as their own life-worlds.