만 1세 영아의 교육 경험에 대한 연구

A Study of Pedagogical Experiences for One-year-old Infants

본 연구의 목적은 만 세 영아의 능동적인 상호작용을 위해 교사들은 어떻게 영아들과 상호작용하면서 활동을 계획하고 실행하는지 그리고 이 과정에서 영아들의 경험은 어떠한지를 탐구하는데 있다 연구 참여자는 서울시에 위치한 어린이집의 만 세반 교사 인과 명의 영아이다 연구기간은 년월부터 월까지이며 참여관찰의 방법으로 자료가 수집되었다 연구 결과 영아들은 교사가 제공한 활동에 참여하여 자신을 둘러싼 환경과 상호호혜적인 관계를 맺어나갔다 또한 영아들은 교사가 활동에서 기대하는 결과보다는 활동에 사용되는 자료들에 더 몰입을 하였다 이를 통해 영아의 지식의 연결성을 존중하고 제공된 환경에서 다른 시도를 하는 과정들에 주목하는 것이 필요하다 또한 이 과정에서 사물이 가지는 특성에 주목하는 경우가 많으므로 교사는 제시한 활동의 자료들에 대한 특성을 미리 염두해두고 자료 탐색을 격려하는 열린 환경을 통해 누적적인 경험이 될 수 있도록 하는 것이 중요하다 본 연구를 통해 교육환경의 제반을 구성하는 교사들 또한 능동적으로 상호작용함으로써 영아와 함께 의미를 축척해 나가는 일련의 과정이 교육경험임을 알 수 있다

The purpose of this study was to examine the images of infants, their educational experiences in environments geared toward extending their experiences provided by their teacher, and the significance of their experiences. A participant observation was conducted over approximately five months between March and July, 2009, from 9 a.m. to 7 p.m. while the selected infants were cared. The environments offered by their teacher were categorized by time, and the interaction and experiences of the infants and how their experiences were linked to one another were observed. As a result, it s found that the infants formed a relationship with the given surrounding environments in a positive manner, and their thinking was expanded while they continued to make a circular inquiry. Moreover, they made new attempts that were different from what the teacher initially intended. They paid attention to the content of activities rather than their form in that process, and they got interested in the nature of things and had a reciprocal relationship with the environments provided by the teachers. The findings of the study have the following implications: It s needed to focus on the positive construction of cognitive skills by infants instead of interpreting their activities just to find out what development they made and what results they produced. In addition, their circular inquiry process should be valued, and what made them make an unintended attempt in the given environments should be investigated. As infants are easily interested in the contents of activities and the characteristics of things, the characteristics of materials intentionally offered by teachers should be grasped in advance, and the kinds of environments that encourage their inquiry should be created to help them gain various experiences. This study made it clear that infants should be regarded as ones who find and construct meanings in daily life, and that teachers who prepare all the educational environments should have a dynamic interaction with them to be involved in their meaning construction.