The Teacher's Embodied Response from the Viewpoint of “Co-Vibrating” Relationships in a Kindergarten : The appearance of “fluctuation” and “non -fluctuation”

The purpose of this study is to clarify the phenomenon of “ co-vibration ” which was taken place during the child and teacher's embodied sympathetic vibrating interaction at a kindergarten. The study clarified the fact that a kind of “co-vibration” was different from the “instructive” relationship.The study shows three aspects. First, the child and the teacher can act naturally towards each other, not only using clear spoken language but also using their subject-body. The teacher's actions are not planned in advance. Instead, her embodied actions are due to a variety of circumstances and the child's actions. I named these actions to be “fluctuation” of the teacher. Second, the teacher is not only just moving with the child, but also honoring the actions initiated by the child. Namely, the teacher jointly acts on the child herself according to her belief. I named these teacher's responses as “non-fluctuation” . Finally, the teacher's reflections on the child and events of the day serve as the teacher's trust or “non-fluctuation,” so that the teacher can act on the child with flexible and responsible actions in situations of uncertainty or uniqueness (Schön, 1983). Here the study established the dual relationship between “fluctuation” and “non -fluctuation”