Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: * Early Childhood T

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1 Journal of Educational Innovation Research 2019, Vol. 29, No. 2, pp DOI: * Early Childhood Teachers' Perception on Reconstruction of Curriculum Based on Narrative Purpose: The purpose of this study was to investigate the experiences of early childhood teachers who feel the problem of patterned teacher's teaching style and how to reconstruct the curriculum using narrative. Method: This study was conducted by choosing the target sample and using semi-structured interview method. Results: First, as a process of reconstructing the narrative-centered curriculum, the early childhood teacher misunderstood the teacher's guidebook of the national curriculum as a correct answer and was in the form of a structured class. In order to escape from the teacher's and child's experience and life, And the curriculum was reorganized. However, there were various limitations in designing the narrative and tried to change the narrative to overcome it. Second, the meaning of reconstruction of the narrative-centered curriculum was analyzed by the teacher's curriculum-becoming, the infant's curriculum-becoming, and the play of the infant curriculum. Conclusion: Through the reconstruction of the curriculum through the narrative, it was possible to redefine the understanding of the curriculum, the child and the teacher. The curriculum is an infinite change in the story of life and experience together with the child and the teacher. The teacher should be a creative interpreter of the curriculum that understands the curriculum as an everyday life experience in the classroom. Infant is not a passive learner but a curriculum capable of producing a curriculum based on his own life experience. Key words : narrative, curriculum reconstruction, early childhood teacher * (2018). Corresponding Author: Lim, Boo-Yeun. Pusan National University, Dept. of Early Childhood Education, Busandaehakro, Jangjeondong, Busan, Korea, choin-ky@naver.com

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24 (2014) , (2012).. (2), (2005).. (2), (2007a).. (2), (2007b) , (2011).. (9), , (2015) (1), (2012). :. (2016). :., (2014). 5. (3), (2016)..., (2016).. (2004)... (2012) (2013)... (2006).., 24(2), (2008)... (2016)... (2017)... (2009)... (2016a) (4), (2016b)..

25 (4), (2013)..., (2012).. 17(4), (2013)... (2011)..., (2011) (2011)... (2012) (2017).. (4), , (2010).. (1), ,, (2014).. (1), , (2015).. (1), Aoki, T. (2005). Curriculum Implementation as Instrumental Action and as Situational Praxis. Mahwah: Lawrence Erlbaum Associates. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), Deleuze J. (1968). Difference et re'pe 'tition., (2004). :. Deleuze J., & Guattari F. (1980). Mille Plateaux: Capitalisme et Schizophrenie., (2001). :. Jonathan, A. S., & Paul, F., & Michael, L. (2009). Interpretative Phenomenological Analysis.,, (2015). :. Lauritzen, C., & Jaeger, M. J. (1996). Integrating Learning Through Story.,,,,,, (2007). :. Ong, W. J. (1982). Orality and Literacy.,, (1996). :. Patton, M. Q. (2015). Qualitative research and evaluation methods.,

26 ,.,,,,,,,, (2017). :. Polkinghorne, D. E. (1988). Narrative knowing and the human sciences.,,, (2009). :. Read, H. (1945). Education though Arts.,,,,, (2007). :. Seidman, I. (2006). Interviewing as Qualitative Research.,, (2009). :. Sellers, M. (2013). Young Children Becoming Curriculum.,,,,,,,,,, (2018). :. Varela, F. (1987). Laying down a path in walking. In W, L Thompson (Ed.), Gaia, a way ofknowing: Political implications of the new biology, Hudson, NY: Lindisfarne. : / : / :

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Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp DOI: : * Discussions on

Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp.117-138 DOI: http://dx.doi.org/10.21024/pnuedi.29.1.201903.117 : * Discussions on a Rapidly Changing Society and Early Childhood Safety