‘생태유아교육개론’강의를 통한 예비유아교사의 생태중심적인 사고와 태도에 관한 연구

A Study on the Effects of an Introductory Course in Eco-Early Childhood Education on the Eco-Centered Thinking and Attitudes of Pre-service Early Childhood Teachers

본 연구는 예비유아교사가 ‘생태유아교육개론’ 한 학기 강의를 들으면서 그들의 삶에서 느끼고 경험한 의미를 분석하고자 하였다. 분석 자료는 유아교육과 예비유아교사 총 38명이 매주 강의를 듣고 담당교수의 카페에 강의와 관련하여 올린 글의 내용이다. 자료 분석 결과, ‘생태중심적인 사고로의 전환’과 ‘생태중심적인 생활태도의 변화’ 2개의 범주화가 이루어졌으며, 구체적으로 살펴보면 첫째, 생태중심적인 사고로의 전환에서는 예비유아교사는 생태유아교육에 대한 올바른 인식 및 일원론적 세계관으로의 전환을 가져왔고, 또한 예비생태유아교사와 생태적 예비부모로서의 가치관이 형성되었다. 둘째, ‘생태중심적인 생활태도의 변화’에서는 자연의 먹을거리를 먹고 생수를 많이 마시며, 아침 단식을 하는 등의 식(食)생활이 변화되었고, 편안한 옷을 입고 낮은 신발을 신으며, 화장을 하지 않는 의(衣)생활로 변화하였다. 주(住)생활의 변화로는 땅을 밟는 것과 좌식 생활의 중요성을 알고 실천하려고 하였고, 몸이 아파도 약 먹지 않고 면역력과 자연치유력의 중요성을 믿고 실천하는 자연의학적 접근으로 회복하려는 의(医)생활의 변화도 일어났다. 이처럼 유아교육과정에서 생태유아교육관련 교과목이 예비유아교사에게 생태중심적인 교육을 실천할 수 있도록 도움을 주는데 그 의의를 둔다.

The purpose of this study was to examine the reasons for the feelings and experiences of pre-service early childhood teachers while they took an introductory course in early childhood education. The subjects in this study were 38 pre-service early childhood teachers who majored in early childhood education. The texts that they posted on the online cafe to the professor in charge of the course were analyzed every week. As a result, what they felt and experienced could be divided into two categories: a shift towerd eco-centered thinking and change to an eco-centered life attitude. As for the shift toward eco-centered thinking, the preservice early childhood teachers need to have an understanding of eco-early childhood education and take a monistic worldview, and they were able to build their values as pre-service eco-early childhood teachers and ecological prospective parents. In terms of the change to an eco-centered life attitude, the teachersy underwent dietary changes. They begante eating natural food, to drink a lot of mineral water and to fast in the morning. They underwent changes in clothing, they enjoyed wearing comfortable clothes and low-heeled shoes and the women didn t makeup. Concerning changes in housing, they became aware of the importance of connecting with the earth and leading a sedentary life and tried to put their knowledge into practice. There were also additional changes to their health they relied on natural medicine without taking medicines didn t need to take even when they were sick. This is because the teachers learned about the importance of immunity and natural healing powers. This study is meaningful because it attempted to prove the effects of the course related to eco-early childhood education and justify the importance of providing eco-centered education for per-service early childhood teachers.