유아미술교육에서 유아교사의 지식에 관한 연구

서지정보

· 발행기관 : 한국아동미술학회
· 수록지 정보 : 아동미술교육 / 5권
· 저자명 : 유영옥

목차

Ⅰ. 서론
Ⅱ. 유아교육기관에서의 미술수업의 형태
Ⅲ. 유아미술수업에서 교사의 어려움
Ⅳ. 유아미술교육에서 유아교사의 미술에 대한 전문적 지식
Ⅴ. 결론 및 제언
참고문헌

초록

인간은 본능적으로 자신을 표현하려는 욕구를 지닌다. 모든 사회, 즉 가장 원시적인 사회에서부터 가장 복잡한 사회까지 모든 사람들은 미술 활동을 통하여 자신의 사고와 감정을 표현한다. 유아에게 미술은 본질적인 것이다(서울대학교 미술교육연구회, 1997). 특히 아직 세상에 대해서 미분화된 유아들의 미술교육활동은 유아들이 자연, 사물, 사람들과의 끊임없는 상호작용 과정 속에서 직접 보고, 듣고, 느낀 생각과 감정을 자발적이고, 창의적으로 표현 할 수 있는 기회를 준다. 다시 말해서 유아는 자신의 생각이나 느낌, 감정 등을 미술적인 매체로 자유롭고 솔직하게 표현하여 미술을 자아표현의 훌륭한 방법으로 활용한다. 유아는 주변을 탐색하게 되면서 어디에나 그려 보고 낙서하고 주물러 보고 입으로 맛을 보면서 실험을 한다.

영어초록

In the 21 century, with the pressing needs for high quality early childhood education, the importance of teachers' qualification and professional knowledge is also highly recognized. However, early childhood art education is carried out without a sufficient art program and implemented by teachers who lack adequate knowledge in art. The purpose of this study was to revealthe importance of art education in early childhood and roles teachers need to play in order to increase the quality of early childhood art education. The findings of this study provide implications for ways to increase teachers' professional knowledge inearly childhood art education.

The research questions include:

1. How is early childhood art education implemented in a child care center?
2. What are the difficulties experienced by teachers as they carry out early childhood art education?
3. What roles do teachers play in early childhood art education and what are the needs expressed by teachers to overcome difficulties they experience?

I observed a child care center classroom of 28 5-year-olds in Gang-Reng city in Korea during choice activity times from October 14th to December 9th, 2005. Each observation lasted for about 40 50 minutes. In addition, four teachers were interviewed about the difficulties they experience as they implement art education in their classroom and their perceptions on the needs of professional knowledge in art. These four teachers included 1 teacher in charge of a class of 5-year-olds (with 7 years of teaching experiences), 1 teacher of 4-year-olds (with 4 years of teaching experiences), and 2 teachers of 3-year-olds (with 3 years and 1 year of teaching experiences).
Major findings of this study are as follows. First, teachers participating in this study showed typical teaching styles without considering children's individual differences and interests due to their lack of professional knowledge in art. They were not able to provide diverse art materials and introduce various artistic techniques. Second, teachers experienced difficulties as they provided art activities for young children because they did not have adequate knowledge in art and skills needed to teach art. Third, teachers expressed the needs for various in-service education focusing on early childhood art education to help them overcome their difficulties. They wanted to learn more about diverse artistic techniques and creative ways to introduce art to young children. Based on these findings, it is concluded that more professional in-service educational programs focusing on knowledge in early childhood education in general and art education in specific are needed to help teachers provide better quality art education for young children.

참고자료

· 없음