Onto-Epistemological Implementation of Play-Based Early Childhood Curriculum: From the view of Movement

Abstract

The purpose of this study was to examine from the perspective of movement what the practices experienced by the actors of the 2019 National Nu-ri Curriculum are. In order to achieve the purpose, this study takes the form of Arts-based research method. The pieces of art are ‘in-depth interview based on art’, ‘a journey with a camera’, and ‘artistic (text) writing of a researcher’. First, in the art-based in-depth interview, a total of 7 early childhood educators located in different networks participated. In a class in which three of the early childhood teachers who participated in the interview were employed, a total of 16 observations were made in each class for about three months. For the collected data, an data analysis was conducted that crossed the boundary between data collection and analysis. The results were as stated below. This study examined that the implementation of the early childhood curriculum operates onto-epistemologically as a learning movement in which teachers, children, and matter interfere with each other. Furthermore, It was an ethical movement conducted in a relationship within a world without the essence of learning. This study was that it considers that the implementation of the early childhood education curriculums unfolds through relationships, entanglement, and interference, and suggests that it needs attention to further expand its vitality.