Bakhtin의 관점에서 대화가 지니는 의미

Bakhtin s Perspective on Dialogue: Implications for Early Childhood Education

This paper attempted to define dialogue and explore its significance in the practice of early childhood education from the perspective of Bakhtin. At the same time, it examined Bakhtin s dialogism through its key terms such as otherness, polyphony, chronotope, carnival, and identified researches on Bakhtin in early childhood education. Based on this work, we suggested that Bakhtin s dialogism offers the following implications for the practice of early childhood education. Firstly, early childhood teachers should respect the various voices of all the participating children in light of otherness and polyphony of Bakhtin s dialogism. Secondly, in implementing the Revised Nuri Program for young children in which children are given the subjective role and play is accommodated, Bakhtin s term of carnival that captures the world through laughter deserves more attention. Lastly, the theoretical ground for the academic understanding of the individuality and communality in the field of early childhood education can be found in Bakhtin s dialogism.