Kyunghwa Lee

Drawing on Giyoo Hatano and Naomi Miyake’s (1991) idea about “a double-sided effect” of culture, I examine various sociohistorical constraints, including taken-for-granted beliefs and practices, that support and hinder the process of teaching and learning in early schooling. My recent research is focused on investigating early childhood teachers’ beliefs about typical and atypical child development in general and their perspectives on young children with Attention Deficit/Hyperactivity Disorder (ADHD) in particular. Linking the rising prevalence of ADHD among children to disembodiment in contemporary early schooling, I also explore robotics education as a potential pedagogy for reintroducing playful, embodied learning into early childhood classrooms.