만 5세 유아 메이커 교육 기반 놀이에서의 경험과 교육적 의미 탐구

다국어 초록 (Multilingual Abstract)

Objectives This study analyzed the play experiences of five-year-old children engaged in maker education–based activities and examined the educational meanings of these experiences within the context of implementing the 2019 revised Nuri Curriculum,which emphasizes child-centered and play-centered learning.
Methods The study was conducted over seven months, from May to November 2022, with twenty-six five-year-old children attending K-Kindergarten in G City. Children’s play records, researcher journals, and related documentation were qualitatively analyzed to identify characteristics and meanings embedded in maker-based play.
Results The main findings of the study were as follows. First, the play experiences of 5-year-old children in maker education-based play were 'using', 'modifying and experimenting', and 'creating and re-using' according to the uTEC-R stage derived from the analysis process. Second, the educational meaning was derived as 'immersing with curiosity and interest', 'solving problems until the end even if they fail',and 'making, sharing,and continuing play'.
Conclusions Young children expand creative learning and play through making experiences, and these experiences suggest that the value of maker education is consistent with the goals of the revised Nuri-curriculum.