레지오 프로젝트 접근법과 유치원 조형 활동에 시사

The Suggestion of Reggio Project Approach and Kindergarten Formative Activity

Little child gets through the valuable process of establishing the identity of himself and the world while encountering the world through the various sensuous experience like seeing, hearing and touching. It is more possible through arts that little child encounters the world through the sensuous experience. Therefore, the artistic expression of little child is to feel through various sensuous experience and to represent something anew through the means of formation(Jeong Kim, Jeong-Suk Jo, 2001). In the reality of our education, the environment for sensuous experience is provided passively, but a complete experience should be accomplished through little child s autonomous and active attitude and participation. Little child s autonomous expression is to reveal his own meaning in the representation revealed out. Such artistic activity revealing the potential meaning of little child can be understood through the meaningful language shown in the formative activity of Reggio Emilia kindergarten. Reggio Emilia approach practices the early childhood education that respects each little child s character and personality and can manifest the potential autonomously through various experience. Through such recognition, the voluntary and active learning attitude of little child is drawn out, the interest and desire of little child is respected and the opportunity to solve problematic situations for theme is provided diversely. The curriculum that discovers and expands the meaning from the activity of little child himself leads to growth. This process is called manifestational curriculum(Jong-Suk Oh, 2003). The practice through Reggio’s manifestational curriculum that leads to little child s wholistic growth suggests a lot to the formative education of domestic kindergarten education. The purpose of the formative section of 7th curriculum is to search the surroundings, and to express, appreciate and enjoy self thought and feeling through formative activity(Korea Institution of Curriculum and Evaluation, 2009). It is to respect the revelation of one s own meaning through searching, expressing and appreciating little child s individual thought and feeling. However, it is hard to admit that little child s autonomous meaningful activity is fully respected and accepted in the field of education that practices such purpose. Therefore, it is meaningful to investigate a concrete formative education revealed in kindergarten curriculum and to compensate it practically to help little child s significant activity. It might be meaningful to review the practice of kindergarten formative education and lay the foundation of its direction through the curriculum that draws out the little child s potential in Reggio Emilia approach.