유아학급에서 교사와 유아의 효율적인 상호작용 - 비고스키 이론을 중심으로

Child-Teacher interaction for effective learning in early childhood classroom

&nbsp;&nbsp;본 연구는 최근 유아교육에서 강조되고 있는 유아와 교사간의 상호작용을 비고스키 이론에 근거한 비계설정자로서의 교사의 역할 측면에서 유아와 교사간의 상호작용의 의미를 밝히고 유아학급에서의 효율적인 상호작용의 실제 방안을 제안하는 것을 목적으로 한다.<BR>&nbsp;&nbsp;유아학급에서의 유아와 교사의 상호작용의 활용 방안은 관계증진을 위한 수업전략으로써의 상호작용과 사고력 증진을 위한 발문전략으로써의 상호작용에 대하여 실제적용 예시를 제시하였다.

&nbsp;&nbsp;The purpose of this study is to explore the theoretical assumptions of the child-teacher interaction by analyzing Vygotsky&quot;s sociocultural theory and to understand the educational implications for effective learning in early childhood classroom. Vtgotsky postulated that children learn by interacting with adults around them through language, and that this was representative of teaching strategy. After interpreting and analyzing the Vygotsky&quot;s sociocultural theory of learning process according to teacher&quot;s scaffolding, following results are acquired.<BR>&nbsp;&nbsp;First, it shows that teacher-planned scaffolding promotes children&quot;s learning, helps children organize knowledge seeking for a clue themselves, and brings development with more deepened contents.<BR>&nbsp;&nbsp;Second, teacher-planned scaffolding functions as a tool for teaching and learning method that accelerates the effective learning in early childhood classroom. for example, keeping distance in leading self-directed learning activities with high motivation and emotional support for learning facilitation and leading children to spontaneous participation.<BR>&nbsp;&nbsp;It is suggestive that teacher&quot;s expansive way of question is more effective than limited one in improving children&quot;s thinking ability and the question type made by a teacher has an influence on thinking ability of young children. This implies that we should emphasize the impotance of interaction between a teacher and a child by asking question of divergent type in the field.