유아의 강점에 기반한 교수 · 학습 적용 실행 연구

A study on the application and practice of strengths-based teaching and learning on young children

본 연구의 목적은 유아의 강점에 기반한 교수·학습 적용을 통한 유아의 행복을 지향하는 교육으로의 인식 전환 및 실천을 강화하는 것에 있다. 이를 위해 강점 인식하기, 강점 활용하기의 단계로 구분하여 연구를 실행하였다. 그 결과 첫째, 유아들의 강점 행동의 빈도가 증가하고 적극적인 학습태도 형성뿐만 아니라 협력의 방법이 정착되었으며, 아이디어가 증가하여 정교하고 세련된 표현이 나타났다. 둘째, 유아는 자신감을 얻어 자율적인 존재로의 변화, 또래와 긍정적인 관계맺음으로의 변화, 약점이 점점 작아지는 존재로의 변화가 나타났으며, 교사는 유아의 부족한 부분을 보완하기 보다는 강점을 발견하고 그 강점을 활용하는 관점의 변화로 교사로서의 삶 대한 의미와 만족감을 느꼈다. 부모는 자녀가 잘하는 것에 대해 알게 되고 교육기관에서의 긍정적 성취에 대한 정보를 얻게 됨으로써 유아가 좋아하는 것을 지속적으로 지지해 주는 역할을 수행하게 되었다.

This study aimed at exploring and applying strengths-based teaching and learning at educational institutions, converting current education practice to a practice that puts priority on young children s happiness. To this end, the study was carried out in three stages: strength recognition, strength utilization, and cyclic strength application. The results showed, first, that young children showed their strengths more frequently and grew in their peer relationships as they recognized their own and their peers strengths. In addition, they showed an improvement in learning attitudes as they actively cooperated with their peers, producing successful results, through the experience of utilizing their strengths. Furthermore, through the cyclic application of strength utilization, the habit of cooperation took root among young children, and they thought more about how to cooperate, resulting in the appearance of elaborate and sophisticated expressions. Next, in the process of applying strengths-based teaching and learning, young children became more autonomous, were able to form positive relationships with their peers, and showed fewer weaknesses. Teachers felt greater satisfaction about their roles when they changed their perspective to discovering and utilizing young children s strengths, rather than remedying their shortcomings. As parents came to know what their children were interested in and good at, and learned about their children s positive achievements at school, they consistently supported their children to continue activities they liked. All this showed the value strengths-based teaching and learning for young children, and the further possibilities of applying such methods. This study, therefore, suggests that more research be conducted applying strengths-based teaching methods.