어린이집 원장의 놀이중심교육과정 실천을 통한 놀이 의미

Expioring the meaning of play through the practice of play-oriented curriculum: collaborative action research on the practice on teacher-parent cooperation

본 연구는 어린이집 원장이 교사-부모 협력을 통한 놀이중심교육과정을 실천하는 방안을 모색하여 실행하고, 실행과정에서 교사-부모의 놀이 의미를 밝히는 것을 목적으로 하였다. 실행연구 장소는 서울시에 위치한 직장어린이집이며, 연구 참여자는 만 3세반 담임교사 1명과 부모 12명이다. 연구실행은 2021년 5월부터 10월까지 Kemmis와 McTaggart(1998)의 실행연구 모형을 바탕으로 3차에 실행과정을 거쳤다. 연구 결과는 다음과 같다. 첫째, 교사-부모 협력을 통한 놀이중심교육과정 실행 절차를 통해 놀이의미를 주제화하였다. 놀이중심교육과정 경험하기를 통해 ‘놀아주는’ 참여자에서 놀이에 ‘몰입’하는 존재로, 부모와 협력적 ‘관계맺기’를 경험하였으며, 놀이=배움으로 되돌아보기가 되었다. 둘째, 교사-부모의 놀이중심교육과정 실천을 통한 변화는 교사는 고정관념 해체하기, ‘교육자’에서 ‘협력자’로, 여전한 딜레마 ‘놀이’로 변화되었으며, 부모는 고정관념 해체하기, ‘궁금한 곳’에서 ‘생활공간’으로, 여전히 변하지 않는 시선으로 변화되었다. 본 연구는 실제 보육현장에서 유아중심·놀이중심교육과정을 실천하는 과정에 교사-부모가 협력하여 실천한 구체적 사례와 실천과정에서 놀이중심교육과정을 통한 놀이의 의미를 제시했다는 점에서 의의가 있다.

The purpose of this study was to find the meaning of play by practicing the play-oriented curriculum through teacher-parent cooperation and to reveal how teachers and parents change qualitatively. The place of this practical study is a workplace daycare center located in Seoul, and the participants in the study were 1 homeroom teacher and 12 parents of the 3-year-old class. The research duration was from May 2021 to October 2021. Based on the implementation research model of Kemmis and McTaggart (1998), it went through three implementation processes were conducted. The results of this study are as follows. First, the meaning of play was the subject through the process of implementing the play-centered curriculum through teacher-parent cooperation. Through experiencing the play-centered curriculum, they changed from participants who ‘play’ to being ‘immersed’ in play. They experienced cooperative ‘relationships’ with their parents, and came to look back on play=learning. Second, changes through the practice of the play-centered curriculum by teachers and parents have changed from teachers to dismantle stereotypes, from 'educators' to 'collaborators', and to the still dilemma 'play'. Parents have changed to dismantle stereotypes, from a ‘place of curiosity’ to a ‘living space’, with a still unchanging gaze. This study is meaningful in that it presents specific examples of teacher-parent cooperation in the process of practicing infant-centered and play-centered curriculum in actual childcare settings and the meaning of play through play-centered curriculum in the practice process.