만 5세 유아 메이커 교육 기반 놀이에서의 경험과 교육적 의미 탐구

Exploring the Experiences and Educational Significance of Maker Education-Based Play in 5-year-old Children

목적 본 연구는 2019 개정 누리과정의 유아·놀이중심 교육과정을 구현하기 위해 메이커 교육 기반 만 5세 유아의 놀이 경험과 교육적 의미를 분석하였다. 방법 G 지역 K유치원 만 5세 유아 26명을 대상으로 2022년 5월부터 11월까지 7개월에 걸쳐 진행하였고,놀이 기록 및 연구자 저널 등을 질적으로 분석하였다. 결과 연구결과는 첫째, 메이커 교육 기반 놀이에 나타난 만 5세 유아의 놀이 경험은 분석 과정에서 도출된 uTEC-R 단계에 따라 ‘사용하기’, ‘개조하기 및 실험하기’, ‘창작하기 및 다시-사용하기’로 나타났다. 둘째, 교육적 의미는 ‘호기심과 흥미 갖고 몰입하기’, ‘실패해도 끝까지 문제 해결하기’,‘만들고 공유하며 놀이 지속하기’로 도출되었다. 결론 유아는 메이킹 경험을 통해 창의적 배움과 놀이를 확장하며, 이러한 경험은 메이커 교육의 가치가 개정 누리과정의 목표와 부합함을 시사한다.

Objectives This study analyzed the play experiences of five-year-old children engaged in maker education–based activities and examined the educational meanings of these experiences within the context of implementing the 2019 revised Nuri Curriculum,which emphasizes child-centered and play-centered learning. Methods The study was conducted over seven months, from May to November 2022, with twenty-six five-year-old children attending K-Kindergarten in G City. Children’s play records, researcher journals, and related documentation were qualitatively analyzed to identify characteristics and meanings embedded in maker-based play. Results The main findings of the study were as follows. First, the play experiences of 5-year-old children in maker education-based play were 'using', 'modifying and experimenting', and 'creating and re-using' according to the uTEC-R stage derived from the analysis process. Second, the educational meaning was derived as 'immersing with curiosity and interest', 'solving problems until the end even if they fail',and 'making, sharing,and continuing play'. Conclusions Young children expand creative learning and play through making experiences, and these experiences suggest that the value of maker education is consistent with the goals of the revised Nuri-curriculum.