그림책을 활용한 유아 성교육에 대한 교사의 인식 및 실태

Teachers Recognition and Current Condition of Early Childhood Sex Education Using Picture Books

본 연구는 부산시 소재 유치원 및 어린이집 교사 350명을 대상으로 그림책을 활용한 유아성교육에 대한 교사의 인식 및 실태가 교사의 변인(교육경력, 담당학급연령)에 따라 어떤 차이를 나타내는지 알아보아 개선점 및 활성화방안의 기초자료를 제공하기 위해 설문조사를 실시하였다. 연구결과를 살펴보면, 첫째, 그림책을 활용한 유아 성교육에 대해 교사들은 필요성을 인식하고 있었으며, 교육경력(그림책을 활용한 유아성교육의 필요성과 적정연령, 확장활동의 필요성)과 담당학급연령(유아성교육의 실시목적, 적정연령, 활동시간대)에 따라 유의미한 차이가 나타났다. 둘째, 72.6%의 교사가 그림책을 활용한 성교육을 실시하고 있었으며, 교육경력(실시이유, 실시하지 않는 이유, 실시시기, 그림책의 충분한 정도)과 담당학급연령(실시시기, 교수방법, 유아의 흥미도, 불만사항, 애로사항)에 유의미한 차이가 나타났다.

The purpose of this study was to examine teachers recognition and current condition of sex education for young children using picture books. It also aimed to provide fundamental data for the effective use of picture books in early childhood sex education by investigating teachers recognition and the current condition of sex education, depending on the teachers teaching experience and the age group of the assigned class. The results of the study are as follows. First, teachers recognized that sex education using picture books is necessary for young children. Teachers also recognized that early childhood sex education is necessary. In addition, developmentally appropriate picture books are needed for early childhood sex education. Teachers also recognized that an appropriate time and teaching method is for 10～15 minutes once or twice in a month at any time during the daily schedule for 3 year olds using dolls. In addition, teachers recognized that extended activities are needed after sex education, and a teacher training program by a government organization such as the Ministry of Education is needed. Based on teaching experience, teachers with less than one year of experience strongly admit that sex education and follow-up extended activities are necessary for young children. Second, it was found that 72.6% of teachers were using picture books for sex education because they could explain the concepts of sex easily using this method. It was also found that 27.4% of teachers did not implement sex education in their classes because it was not easy to select the appropriate picture books. It was also found that teachers were implementing sex education for 10～15 minutes once or twice in a month by reading picture books in the classroom related to sex to children. It was also found that teachers gather some information about picture books related to sex education at book stores. Teachers perceived that age-appropriate picture books are needed. With regard to current conditions of early childhood sex education, early childhood education settings generally have about 1～10 picture books and teachers agreed that this is not enough.