아동의 학습과 그들 학습의 여정 : 뉴질랜드로부터의 소고 = Children’s Learning and their Learning Journeys: Some thoughts from New Zealand*

국문 초록 (Abstract)

이 논문은 뉴질랜드 관점에서부터 나왔으므로 다른 나라의 관점과는 다를 것이다. 그러나 내 연구가 뉴질랜드의 유아교육기관과 학교, 이론가들, 토론과 논의에 기반을 두었다할지라도 유아기 교수와 학습에 관한 여느 국제적 논의와 어느 정도는 관련 있을 것이다. 이 연구에서는 5가지로 논의 하고자 한다.
1. 교육과정. 교육과정은 교수와 학습의 동력이며 실행의 평가이다(이여야만 한다). 따라서 나는 뉴질랜드 유아교육과정과 그 발달(이론적이고 실행적인 측면에서)에 관해 이야기하고자 한다.
2. 아동의 학습과 학습의 여정 그리고 기록. narrative theory가 어떻게 형성평가를 고려하는데 도움을 주는가? 나는 유아기 교육과정은 학습자의 정체성을 형성하는 것이며 교과과정과 평가는 함께 이루어져야 하다는 바로 이 점을 강조하고자 한다. 실제로, 나는 교사와 아동, 가족 그리고 학습의 연장인 기록간의 다리 역할을 하는 경계 대상으로서 평가의 개념을 강조하고자 한다.
3. 학습여정의 지속성. 유아교육은 학교와 연계된다.
4. 놀이와 놀이성. 놀이성과 창의성의 가치를 더 특별하게하기 위해 간단히 언급할 것이다.
5. 교사연구. 마지막으로 교사와 학자들의 공동연구를 위한 뉴질랜드에서의 몇 몇 기회들에 관해 언급하고자 한다.

다국어 초록 (Multilingual Abstract)

his paper comes from a New Zealand perspective. This is different from the perspective in another country. However, while my research has been sited in New Zealand early childhood centres and schools, the theorising, discussion and argument is relevant to any international discussions about learning and teaching in the early years. There are five parts to this discussion:
1. Curriculum. Curriculum is (or should be) the driver of teaching and learning and assessment practices, so I want to say something about the New Zealand early childhood curriculum and its development: theoretical and practical.
2. Children’s learning and learning journeys, and their documentation. Why has narrative theory been helpful for considering how to develop a robust formative assessment practice? I will focus here on the idea that an early years curriculum is about constructing learner identities, and that curriculum and assessment must work together. In a practical sense, I will comment on the notion of assessments as boundary objects that can form a bridge between teachers, children and families – and document the learning over time.
[Please note that I use ‘assessment’ with the English meaning – to observe or in some way find out what learning has occurred for an individual child, in this case, in the context of an early childhood programme and with reference to some key outcomes of interest to the assessing teacher. The American word for this is ‘evaluation’; as New Zealand is a mainly English-speaking the word ‘evaluation’ is reserved for evaluating the programme] 3. Learning journeys continued: links between early childhood education and school.
4. Play and playfulness. I will comment briefly on this to make a special case for valuing playfulness and creativity.
5. Teacher research. Finally, a few comments on opportunities in New Zealand for teachers and academics to research in collaboration.

목차 (Table of Contents)

• 1. Curriculum is (or should be) the driver of teaching and learning and assessment practices.
• 2. Children’s learning and learning journeys and their documentation.
• 3. Learning journeys continued: links between early childhood education and school.
• 4. Play and playfulness: the complexity of learning in the early years
• 5. Teachers as researchers