Korean Journal of Child Studies 2000;21(3): 41-51.
포스트 모더니즘적 관점에서 본 아동발달지식과 유아기 교사교육
이연승
Child Development Knowledge and Early Childhood Teacher Education : A Post Modern Perspective
Yeoun Seung Lee
Abstract
This study discusses the interpretation and application of a post modern perspective to child development knowledge and early childhood teacher education. The survey of literature focused on the post modern approach to child development knowledge and early childhood teacher education, research in the reassessment of child development knowledge as it is challenged by the post modern perspective, and deconstruction of both child development knowledge and early childhood teacher education. It was concluded that child development knowledge is necessary but insufficient to early childhood teacher education. In the post modern perspective, the movement toward fostering "reflective practitioners" and basic knowledge base is more significant. Therefore, the responsibility of academics is to walk the fine line between presenting a formal knowledge base so that students gain assumption to guide their thinking and practice, critiquing both theory and derived practices.
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