예비유아교사의 놀이경험에 대한 이미지 연구: 유아기, 학령기, 청소년기 놀이경험을 중심으로

A Study on the Images of Preservice Early Childhood Teachers about Their Play Experiences: With Priority Given to Play Experiences in Infancy, Childhood and Adolescence

본 연구는 예비유아교사들의 유아기, 학령기, 청소년기의 놀이경험을 이미지 그림 그리기를 통해 알아보고, 이를 분석하여 예비유아교사들의 놀이에 대한 이미지의 특성과 그 의미를 살펴보는데 목적이 있다. 이를 위해 D시에 소재한 유아교육과 3학년 학생 150명을 대상으로 각 시기별 놀이경험 그림그리기와 그림에 대한 서술, 개인 면담을 실시하여 자료를 수집하였다. 연구결과, 첫째, 예비유아교사들의 놀이경험은 무한대의 가능성을 보이는 유아기 놀이, 둘째, 경계가 형성되는 학령기 놀이, 셋째, ‘그럼에도 불구하고’ 지속되는 청소년기 놀이로 나타났다. 이러한 결과를 통해 예비유아교사들의 놀이경험에 대한 이미지 표상은 예비유아교사들로 하여금 성장 과정에서 지속적으로 존재하는 놀이성에 대해 자각하게 해 줄 뿐 아니라, 이들이 유아교사로서 인식해야 할 놀이의 중요성을 일깨워 유아들의 놀이 변천 및 그 발달 과정에 대한 풍부한 이해를 갖게 하여 유아들과 함께 의미있는 놀이자가 되는데 도움을 줄 수 있을 것이다.

The purpose of this study was to examine the play experiences of preservice early childhood teachers during their infancy, childhood and adolescence based on their pictures about the play experiences in an effort to shed light on the characteristics and meanings of their images of play. The subjects in this study were 150 selected students who were in their third year in the department of early childhood education in an urban community. Data were gathered by asking them to draw pictures about their play experiences in each period and to describe the pictures, and by having individual interviews. The findings of the study were as follows: First, the play experiences of the preservice early childhood teachers during infancy were defined as play that showed limitless possibilities. Second, their play experiences in childhood were defined as play that set boundaries. Third, their play experiences in adolescence were defined as play that lasted "nonetheless." Given the findings of this study, image recollection about play experiences in infancy, childhood and adolescence is expected to make it possible for preservice early childhood teachers to be cognizant of not only playfulness, which has continued to remain in them during their growth but also the importance of play, which they should keep in mind as early childhood teachers. This finding is eventually expected to be helpful for them to serve as environmental organizers who can create optimum play environments with young children.