유아들의 쌓기 놀이 의미에 대한 질적 분석

Analysis of the Meaning on Young Children s Block Play

본 연구는 유아들이 선호하는 쌓기 놀이가 유아들에게 어떤 의미를 제공해주는지에 대해 심층적으로 탐색해보고자 하였다. 이를 위해 만 3, 4세 혼합연령 학급 유아의 쌓기 놀이를 자유선택놀이시간에 관찰하였다. 본 연구는 유아들의 쌓기 놀이가 진지함과 즐거움을 구분하는 맥락, 공유된 경험의 재생산 공간, 마음에 기대하는 기대감이 표현되는 것, 자신의 능력을 인정받는 하나의 수단, 소유와 나눔을 함께 하는 공간이자 통로, 그리고 연령이라는 경계를 뛰어넘을 수 있는 매개체로 등의 의미를 발견할 수 있었다.

The purpose of this study was to explore young children’s block play in a naturalistic setting in a preschool. Ten children, aged between three and four years old, were observed on their block play during the free play in the classroom. The results of this study were as follows. Firstly, block play allows young children to express their world, which leads to the imitation, creativity, and distinction between seriousness and fun. Secondly, young children’s expectation for block play consisted of aim-oriented-establishment expectation, and optional expectation for play. Thirdly, block play is reproductive context of young children’s experience. Fourthly, block play is the method and instrument of young children’s competence for making a structure with blocks. Fifthly, block play is a path on possession and ownership of the block and sharing of the blocks. Finally, block play is the situation and context for young children’s age during play.