만 3세 유아들의 산책활동에서 나타나는 창의성에 관한 사례연구

The Case Study of 3 years old child's Creativity During Walking Activities

본 연구는 만 3세 유아들이 산책활동을 하는 동안 창의성이 어떻게 발현되고 계발 될 수 있는지를 사례연구를 통해 밝혀 보는데 목적을 두고 무선으로 선정한 어린이 집의 종일반 만 3세 유아 3명을 대상으로 연구를 진행하였다. 유아들의 산책활동에 서 나타나는 창의성을 이경화(2014)가 개발한 “유아용 통합 창의성 검사”의 하위요 소를 관찰범주로 사용하여 참여관찰을 통해 자료를 수집하고 분석하였다. 연구 결과 자연에서의 산책활동을 통해 유아의 창의성이 발현되고 계발 될 수 있다는 결과를 도출하였다. 즉, 도심에서의 일상적인 산책활동도 유아의 창의적 교육활동으로 활용 될 수 있다는 점을 시사한다. 첫째, 구조화된 놀잇감을 가지고 놀 때 보다 상징놀이와 창의적인 놀이가 증가하면서 상상력, 유창성, 융통성, 독창성, 등 창의적 능력이 발현됨을 알 수 있었다. 둘째, 창의적 성격은 창의적 능력과 서로 상호작용하면서 호기심, 독립심, 과제 집찹력은 후기로 갈수록 늘어나는 반면 모험심은 초기에 활발하였다가 중기에 줄어들었고 후기에는 다시 늘어났다.

The purpose of this study was to find out 3 years old child's creativity during walking activities. A qualitative case study was conducted to the subjects that consisted of three children of age 3. The following research question was proposed in this study. Under the topic of "How is the creativity of a three year old child shown during their walking activities?", the study sought to find out what kind of creativity was shown and could be developed during walking activities of children through this case study. The subjects of this study were three randomly chosen children out of 15 children. The children were from age three class from "B" kindergarten located in Gangnam-Gu, Seoul. To examine the creativity that was shown during children's walking activities, the 'observation' context from "Integrated Creativity Test" developed by Lee(2014) was used. The data were collected from children's observation journals, pictures, movie clips of children's walking activities and the data were used to describe and analyze children's creativity. The results of the study were as follows: First, after observing the creativity of children shown during the walking activities, children showed more imagination skills, language fluency, flexibility and creativity and those abilities were developed further as time progressed. These results were due to the symbolic and creative play by children in the nature-environment where children found creative things to play with, out in the wild rather than fixed toys indoors. Second, as the study looked into the creative personality that was shown during children's walking activities, creative personality interacted with creative ability increasing curiosity, independency and task-commitment as it progressed to the latter period. However, adventurous spirit was lively in the beginning, but diminished in the middle period and increased again in the latter period. This was due to the stability that the location-oriented walking activities provided and activities were more vibrant at this stage. As it progressed to the latter period, the scenary changed affecting children's curiosity which in turn increased children's adventurous spirit. According to the study, it could be concluded that walking activities in the nature developed children's creativity. Thus, if walking activities in the nature are applied in the education field to children of all ages, in a specific, systematic and continuous manner, it could develop children's creativity. Especially in the follow-up study, the walking activities in the nature should be applied to children younger and older than age of three and an extended study of integrated education through walking activities should be conducted.