생태유아교육기관에서의 집단활동 분석

An qualitative analysis on Young Children’s Group Activity in an Eco-Early Childhood Educare Center

본 연구의 목적은 생태유아교육기관에서의 유아들의 집단활동의 특성은 어떠하며 그 속에 내재된 집단활동의 한계는 무엇인지를 밝히는 것이다. 이를 위해 유아 관찰 및 대화 내용 기록, 유아들의 표현 작품이나 교사 일지, 교사 및 유아들과의 비형식적 면담 결과를 질적 분석하였다. 연구결과, 생태유아교육기관에서의 집단활동의 특성은 첫째, 주로 밖에서 자연과 더불어 이루어지며, 둘째 시간과 공간, 해야 할 내용이 정해져 있지 않다. 셋째, 자발적으로 아이들 몇 명이 모이면 집단활동이 시작되며, 넷째 도입, 전개, 마무리의 계획된 구체적 절차가 없는 것으로 범주화되었다. 생태유아교육기관에서의 집단활동의 한계로는 첫째, 몰입은 있으나 이를 발전시키는 추후 활동은 미비하며, 둘째, 즐거움은 있으나 추후활동이나 지식 확장은 제한적이다. 셋째, 교사가 제안하는 집단활동에 대해서는 흥미가 낮은 편으로 나타났다. 이러한 결과는 유아교육 현장에서의 대․소집단활동의 방향 모색에 시사하는 바가 크다고 본다.

This study examined young children’s group activity in an eco-early childhood educare center, and what the intrinsic characteristic and limit of group activity was. The two main purposes of this study are as follows. 1) What is the characteristic of young children’s group activity in an eco-early childhood educare center? 2) What is the limit in carrying out group activity that the eco-early childhood educare center pursues? For these purposes, We had qualitative analysis on results of observing children, recording conversation between children, informal conversation with children and teachers. The research period of this study was about 5 months. According to the results of research, there are some characteristics of a group activity in eco-early childhood educare center. First, the group activity is occurred jointly with the nature in the outdoor. Second, there are no limitation in time, space and things they have to do. Third, a group activity is getting started when some children gather around voluntarily. Finally, it is categorized that there is no specific procedure planned with introduction, expansion, and conclusion. The group activity in eco-friendly childhood educare center shows some limitations as well. First, there is immersion but without sufficient further activity which intensifies this immersion. Second, there is pleasure but with the limitations in further activities and knowledge extension. Third, children show less interest in the group activities which an instructor has suggested. The results are expected to contribute a great deal to the early childhood education field`s normalization efforts as well as improving its group activity.