원불교 유아교육기관의 인성교육 현황 및 개선 방안 연구

A Study on the Current Situation of and Measures to Improve Personality Education Conducted by Won-Buddhism’s Institutions for Early Childhood Education

본 연구는 원불교 유아교육기관의 인성교육 현황 및 개선 방안을 제시 하는데 목적이 있다. 이를 위하여 선행연구에 나타난 유아인성교육에 대하여 정리하고, 원불교 유아교육기관의 현황을 살펴보기 위하여 원불교 유아교육협의회인 천심회의 문헌자료를 근거로 원불교 유아교육기관 현황과 교사연수 현황을 분석하였으며, 원장을 대상으로 인성교육 실현영역의 설문조사를 실시하여 현장의 인성교육 현황을 살펴보고 이를 종합하여 개선방안을 다음과 같이 제시하였다. 첫째, 훌륭한 마음공부 활동북과 유아명상교육 프로그램을 하나로 체계화하고 이를 노래로 제작하여 일상생활이 마음공부가 되고 명상이 되게 하는 원불교 유아인성교육 프로그램 체계 확립 방안에 대한 지속적인 연구 노력이 필요하다. 둘째, 유아인성교육에 직⋅간접으로 필요한 교사 인성교육 기회제공 확대 실시와 지역별 교사회를 활성화하여 인성교육에 관한 구체적인 교수법과 다양한 교육 사례 공유의 장을 운영해야 할 필요가 있다. 셋째, 유아의 바람직한 인성교육을 위해서는 부모-교사의 상호협력교육 체제가 구축되어야 하는데 이를 위한 부모교육의 교수-학습 매뉴얼 구성이 선행되어야 하고 이를 토대로 부모와 교사가 상호협력하여 유아인성교육에 노력할 필요가 있다고 제언하였다.

The present study aimed to investigate the current situation of personality education conducted by Won-Buddhism’s institutions for early childhood education and suggest measures to improve it. For this aim, efforts were made in this paper to review the preceding studies on personality education for young children and to look into the statistics of Won-Buddhism’s institutions for early childhood education and training for teachers based on the literature and data of Cheonsimhoe, an educational consultative body for early childhood education of Won-Buddhism. As a means to hear the voice from the field, questionnaires were distributed to the directors of educational institutions for early childhood and their replies were summed up and analyzed, which led to following suggestions for improvement of personality education. First, continued studies are needed to work out measures to systematize the personality education program for young children of Won-Buddhism by merging the mind study book reading activities and meditation programs for young children into one in which daily life itself becomes mind study as well as meditation enjoyable by singing songs. Second, it is requested to expand opportunities for teachers to learn about personality education necessary for teaching young children directly and indirectly as well as to share various cases of personality education and its concrete teaching methods with each other. Third, it is suggested to build up a mutual cooperative system between parents and teachers with a view to perform personality education for young children in a desirable manner by mapping out teaching-learning manuals for parent education in advance and, based on this, promoting cooperation between parents and teachers for personality education of young children.