유아숲지도사가 인식하는 유아숲체험활동

Childhood forest instructors’ perception of childhood forest experience activities

본 연구는 유아숲지도사가 유아숲체험활동을 어떻게 인식하고 있는지를 알아보고자 하였다. 이를 위하여 유아숲지도사 8명을 연구 참여자로 선정, 2022년 7월부터 9월까지 심층 면담을 실시하였고, 질적 연구 방법으로 분석하였다. 연구 결과, 유아숲지도사가 인식하는 유아숲체험활동의 신념은 ‘유아의 삶과 놀이의 질을 향상시키는 숲 공간’, ‘유아와 뭇 생명을 연결하는 숲체험활동’으로, 실행은 ‘안전 기반 숲활동을 위한 교사 주도적 필수 교육’, ‘시선과 변화에 따라 조율되는 숲활동으로 운영’, ‘축소된 학습과 확장된 놀이 방법으로 접근’으로, 갈등은 ‘놀이중심 숲활동에 관한 지속적인 고민’, ‘역할 변화에 따른 정체성 혼란’, ‘다양한 요구에 따른 어려움’으로, 기대는 ‘숲교육 전문가로 성장하기를 희망’, ‘교사·부모교육을 통한 숲체험활동 인식 개선’, ‘유아숲체험활동 관련 기준 개선’으로 범주화되었다. 이를 통하여 유아숲체험활동을 운영하고 있는 유아숲지도사의 현재와 노력을 확인하였고, 질적 성장을 도모하기 위한 바탕을 마련할 수 있었다.

This study aimed to determine how childhood forest instructors perceive childhood forest experience activities. Eight childhood forest instructors were selected as research participants, and in-depth interviews were conducted from July to September 2022. The results were analyzed using a qualitative research method. The findings revealed that bchildhood forest instructors recognize childhood forest experience activities as “forest space that improves the quality of life and play for young children,” and “forest experience activities that connect young children and all life.” The implementation of these activities was categorized into three groups: “teacher-initiated essential forest activities for the safety-based forest activities,” “the operation of forest activities coordinated according to viewpoint and changes,” and the “approach to the reduced learning and expanded play methods.” In addition, conflicts were categorized into “continuous concerns about play-centered forest activities,” “identity confusion due to changing roles,” and “difficulty due to various demands.” The expectations of the instructors were categorized into “hope to grow as a forest education expert,” “improvement in awareness of forest experience activities through teacher and parent education,” and “improvement of standards related to forest experience activities for children.” This study confirms the presence and efforts of the childhood forest instructors involved in childhood forest experience activities, and establishes a foundation for promoting qualitative growth in this field.