산책활동이 발달장애 유아의 경험에 주는 의미 (Understanding of Walking Activity Experience in Young Children with Developmental Disorder)

서지정보

· 발행기관 : 한국지체·중복·건강장애교육학회
· 수록지 정보 : 지체.중복.건강장애연구 / 51권 / 2호 / 171 ~ 191페이지
· 저자명 : 강승희, 황순영, 김봉희

초록

본 연구에서는 발달장애 유아들의 산책 활동을 통해 형성되는 이들의 경험 세계를 이해하고 분석하고자 하였다. 발달장애 유아 4명이 산책활동을 경험하고 이를 통해 얻어지는 경험들이 유아의 개인적-사회적 발달에 주는 의미를 해석하였다. 이에 발달장애유아들은 산책활동을 통해 자신의 내면에 잠재되어 있는 움직임과 감정을 역동적으로 발산해 냈고, 이 과정은 유아들의 탐색과 놀이를 통해 심화되었으며, 탐색과 놀이를 통해 발달장애 유아들은 자연물과 주변의 시설물을 친숙하게 경험하는 개인적인 성숙의 기회들을 가졌다. 그리고 발달장애유아들은 지역사회의 사람들과 또래들의 모습을 관찰하고, 그들의 사회적 역할에 대한 이해와 긍정적인 인식을 갖는 동시에, 사회적 장소에 따라 요구되는 행동의 조절과 같은 사회적 규범을 터득하여 사회적 관계를 형성하는데 필요한 상호작용 방식을 배우게 되었다. 이러한 연구결과를 통하여 산책활동은 발달장애 유아들의 개인적, 사회적 차원의 경험을 강화시키고 유아의 발달을 역동적으로 변화시키는데 유용한 프로그램임을 알 수 있으며, 장애를 가지고 있는 유아들에게 물리적인 접근의 어려움을 극복할 수 있는 교육적 실천행위로서 산책활동이 유용함을 시사한다.

영어초록

This study is to analyze and understand the experience world formed through walking activities in young children with developmental disorder. For this study, the researcher chose participant observation as a method of qualitative research and collected materials related to the theme. According to the research questions formulated for understanding the experience world of young children with developmental disorder, the meanings of their experience world are as follows.
First, with regard to the questions of how the personal-level experience world formed through walking in young children experienced nature from outside to inside through immediate contact. This process was strengthened through inquisitive activities and plays, through which the children experienced natural objects and facilities around intimately. That is, through the channel of walking, the young children expressed their inside to outside and formed concepts from outside to inside.
Second, with regard to the questions of how the social-level experience world formed through walking in young children with developmental disorder, they observed people in various communities and came to have understanding and positive perception of their social roles. In addition, they acquired social norms such as the control of behavior demanded in social places, and learned adequate interaction methods. Besides, the formation of peer relation was found meaningful. Through walking activities, closer peer relation was formed between children with disorder and those without. The peer relation was strengthened through the process of helping and supporting one another in various situations of outdoor environment. In particular, conflicts among peers appeared not to have a significant effect on the maintenance of peer relation. In addition, the young children with developmental disorder acquired social norms demanded in each social place and learned how to interact properly through imitation.
The results of this study show that the walking activity program is useful in strengthening personal-level and social-level experiences in young children with developmental disorder and changing them dynamically.

참고자료

· 없음