레지오 에밀리아 접근법의 표상활동을 통한 유아들의 지식구성

The Constructions of Knowledges through Reggio Emilia Approach in Korean Kindergarten

본 연구의 목적은 레지오 에밀리아의 주요 학습방법인 표상활동을 통하여 유아들이 어떤 구조 속에서 지식을 구축해 나가는지 그 과정을 밝히는 것이다. 레지오 에밀리아 접근법으로 운영하는 유치원의 유아 20명을 대상으로 2007년 3월-8월까지 J.Spradlley의 단계 참여관찰 및 심층면접에 의하여 질적 연구를 하였다. 연구결과 유아들이 표상활동을 통하여 지식을 구축하는 과정은 1)교사의 documentation에 기초하여 전문적이며 체계적인 학습지원이 유아들에게 제공될 때, 2)유아-유아, 유아-교사, 유아-과제, 유아 매체 간의 상호작용이 전개되어 유아들에게 지식의 공동구성이 일어났으며 3)새로운 지식의 창출을 위하여 인지적 갈등과 반영적 사고를 통한 유아들의 지식형성의 기틀이 마련됨으로써, 그 결과 4)유아들은 보다 명확하고 심화·확장 단계 높은 지식 능동적으로 구성하는 것으로 밝혀졌다.

The purpose of this study is to know how the children construct knowledges through “representation activities” with Reggio Emilia approach in korean kindergarten. An ethnographic method was used for this study. The subjects of this study were 20 kindergarten children in Korea. 10 females and 10 males were sampled and their interactions, symbols, records are collected, analyzed, adjusted using J. Spradley's qualitative research to describe how the children construct knowledge through “representation activities” with Reggio Emilia approach. It took 6 months to figure out from March to August 2007. The results of this study are as follows : First, Teacher's scaffolding to help children was provided individually, by small group and large group, in the basis of ‘symbolization’ and ‘documentation’. Second, Active interactions were aroused among children by teacher's scaffolding. Children's various interactions were discussion, imitation, cooperation, acceptance, rejection, competition, coordination, isolation and reflection. Third, Children's new ideas, knowledges and thoughts were developed by their various interactions. Those were selected, modified, mixed, synthesized, supplemented, altered, accumulated and replaced. Forth, More clear, deeper and higher knowledges were constructed. Learning tasks performed completely and problems were solved through children's “representation activities”. In conclusion, Children construct knowledges more clearly through “representation activities” with Reggio Emilia approach in korean kindergarten. This study will be able to be used as basis sources for development of children's knowledge and a springboard for improving teaching - learning activities.