Drawing on Giyoo Hatano and Naomi Miyake's (1991) idea for "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 normal and abnormal child development in general and their perspectives on young children with Attention Deficit/Hyperactivity Disorder (ADHD) in particular. In this line of research, I examine the intersection of race, class, and disability in the current policy context of high-stakes accountability standards. In addition, linking increasing diagnosis rates of ADHD to disembodiment in today's early schooling, I explore robotics education as a possible pedagogy to bring blocks and children's bodies back to early childhood classrooms.
Kyunghwa received her B.A. and M.A. degrees in Early Childhood Education from Ewha Womans University, Seoul, South Korea. She taught at Ban-po Kindergarten in Seoul and worked as an instructor at several colleges in Korea before moving to the University of Illinois at Urbana-Champaign to pursue her doctoral degree. She has been a faculty member at The University of Georgia since 2002.