만 5세 학급 유아들의 디자인 활동 경험에서 나타난 교육적 의미 탐색 (An Inquiry into Experience and the Educational Meaning Expressed within Design Activities for a 5 Years Old Class)

서지정보

· 발행기관 : 중앙대학교 한국교육문제연구소
· 수록지 정보 : 한국교육문제연구 / 33권 / 3호 / 143 ~ 167페이지
· 저자명 : 지주나, 강정원

초록

본 연구는 어린이집 만 5세 학급의 유아들의 디자인 활동 중 나타나는 경험 양상과 교육적 의미를 탐색하는 것을 목적으로 하였다. 서울시 N구 S어린이집의 만 5세 학급 유아 39명과 담임교사 2인, 특수교사 1인, 보조교사 1인이 참여하는 질적 사례 연구로 진행되었다. 연구 자료로는 활동 동영상 전사자료, 사진 자료, 교사들의 활동평가 기록, 저널, 메모 등이 수집되었다. 연구결과, 유아들은 디자인 활동을 하면서 세 단계로 나누어 볼 수 있는 경험을 하였는데, 첫째는 일상생활에서 만나는 디자인 문제를 발견하기 단계, 둘째는 디자인으로 문제를 해결하는 단계, 셋째는 디자인의 과정과 결과를 평가하기 단계의 이었다. 또한, 유아들의 디자인 활동에서 찾을 수 있는 교육적 의미는 첫째, 협력적 문제해결과정에 주도적으로 참여하기, 둘째는 아름다움을 추구하는 즐거운 몰입의 상태를 경험하기, 마지막으로 배려와 공존의 환경의식을 고취하기로 나타났다.

영어초록

This study investigated preschoolers’ experience and educational meaning within design activities for a 5-year-old class at a child care center. This study was conducted as a qualitative case study in which the participants were 39 five-year-old preschoolers who attended S child care center in N Gu, Seoul. There were four adult participants were two teachers in charge, a specialized teacher for the disabled children, and an assistant teacher in the class. Collection of data was done by the transcribing of video recordings, photos, teachers’ educational assessments, educational journals and field notes. The results were as follows. Children experienced three stages within design activities: first, the stage of finding design problems that could be faced daily; second, the stage of problem solving with design activities; and third, the stage of evaluation, which values process and outcome of design activities. The educational meanings observed were as follows. Above all, the educational meaning lies in that preschoolers took part in cooperative problem solving processes while they were doing the design activities. And they all took initiative in their work. They experienced pleasant engagement of pursuing beauty and enjoying art. Lastly, their awareness of their environment was strengthened and they learned to care about and coexist with others. They chose problem solving methods that would help to care for the community, and showed responsibility for and an awareness of the need for environmental preservation.

참고자료

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