Time in the Phenomenological Horizon and Its Implication to Life in Kindergarten
The current practice of setting time by counting transforms the essence of life in kindergarten into a fully given object.However,in the phenomenological horizon,the time as originally experienced by humans is not confined or condensed into ready-made;instead,it is characterized by a genetically and meaningfully background halo that transcends the present.The enlightenment from this discovery is that the development of life in kindergarten should be based on a temporal structure that is non-objectivated and has its dynamic mechanism for the genesis of meanings.This particularly implies that there is a need for a profound exploration into the primordial experience of time by young children.Further findings through the phenomenological perspective reveal that the time experienced by preschool children has a halo-like structure which is inherently"defocused".This distinctive structure is not situated within any ready-made object,thus restoring the original state of human existence.It also further illuminated that the temporal life of preschool children is inherently imaginative,contextualized,and rich in aesthetic experiences.In sum,it endowed with original and profound capacity for the production of meaning.Life in Kindergarten should emanate from the primordial and vivid temporal experience of preschool children,but it should not stop there.Within a deeper phenomenological horizon,it is essential to draw upon the"societal-historical"dynamics from the"life-world"to surround,nourish and expand the temporal halo of the individual life of young children.The reconfiguration of the nature of time from a phenomenological horizon will also lead to significant changes in the current temporal practices of life in kindergarten.
Phenomenologytemporal structurechildren's temporal experiencelife in kindergarten
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维普
