숲활동에서 형성되는 유아들의 관계 탐색: 매일 숲으로 나가는 ‘어울림숲반’을 중심으로 (An exploration of relationship building among preschoolers during forest activities: the case of class ‘Harmony Forest Group’ going out to a forest everyday)

서지정보

· 발행기관 : 한국열린유아교육학회
· 수록지 정보 : 열린유아교육연구 / 17권 / 4호 / 119 ~ 145페이지
· 저자명 : 임재택, 하정연, 이소영, 신주연

초록

본 연구는 숲에서 활동하는 유아들을 탐색하고 숲활동을 통하여 어떠한 관계를 형성하는지 그 의미를 알아보는데 목적을 두었다. 이를 위해 부산시에 소재한 P어린이집 만 3, 4, 5세 통합학급 유아 16명을 대상으로, 2011년 3월부터 8월까지 6개월 동안 숲에서 활동하는 유아들을 참여 관찰하였다. 연구결과 유아들은 숲활동을 통하여 ‘유아와 숲의 관계’, ‘유아와 유아의 관계’ 그리고 ‘유아와 교사의 관계’로 범주화되었다. 이를 구체적으로 살펴보면, ‘유아와 숲의 관계’에서는 ‘호기심과 설렘의 관계’, ‘몸으로 알아가는 관계’, ‘심미감을 느끼는 관계’로 하위범주화 되었으며, 유아들은 자연속에서 만나는 동식물을 통해 숲에서 보이는 작은 변화에 관심을 가지고 관계를 형성하기 시작하였다. ‘유아와 유아의 관계’에서는 ‘자아 중심적 관계’, ‘열어가는 관계’, ‘협동하는 관계’로 하위범주화 되었으며, 유아들은 자아중심적인 모습에서 벗어나 마음을 열어나갔으며, 함께 활동하면서 협동하는 관계를 형성하였다. 마지막 ‘유아와 교사의 관계’에서는 ‘존중받고 이끄는 관계’, ‘상상력을 펼치는 관계’, ‘함께 배워가는 관계’로 하위범주화 되었으며, 유아는 숲의 여러 상황에서 교사로부터 자신의 생각을 존중받고, 스스로 이끌어 나갔으며, 다양한 상상력도 펼쳤다. 그리고 새로운 상황이나 동․식물을 만나게 되면 유아와 교사가 함께 배워나갔다.

영어초록

The purpose of this study was to explore preschoolers engaging aspects in forest activities, their relationship building during the activities and the meaning of their relationships. The subjects in this study were 16 preschoolers in a multiage class of Western age 3, 4 and 5 at ‘P’ daycare center located in the city of Busan. Their forest activities were observed for a six-month period of time from March to August, 2011. As a result, the relationships that the preschoolers formed during the forest activities were categorized into three: preschooler-forest relationship, preschooler-preschooler relationship, and preschooler-teacher relationship. The preschooler-forest relationship was subcategorized into three: relationship of curiosity and fluttering, relationship by which they get to know each other in person, and relationship in which they could feel aestheticism. The preschoolers got interested in small changes of the forest when they saw animals and plants, and then they began to form relationships with them. The preschooler-preschooler relationship was subcategorized into three: egocentric relationship, relationship of opening one’s mind and cooperative relationship. They were no longer egocentric and started to open their mind, and they were in cooperative relationship with one another while they engaged in the forest activities together. Finally, the preschooler-teacher relationship was subcategorized into three: relationship of respect and guidance, relationship of exerting imagination, and relationship of learning together. The preschoolers felt their teacher thought highly of their opinions, and they took the initiative in the forest activities and exerted their imagination. When they faced new situations or saw new animals and plants, both of the preschoolers and teachers learned lessons from the new situations and learned about the animals and plants together.

참고자료

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