지속가능발전 유아교육의 관점으로 옛이야기그림책 읽기

정대련 ( Chung Daeryun ) 한국교육철학학회(구 교육철학회) 2017 교육철학연구 Vol.39 No.3

본 연구는 지속가능발전교육의 의미를 이해하고, 지속가능발전 유아교육을 실시함에 있어서 옛이야기그림책의 교육적 역할을 살펴보는 데 목적을 두고 있다. 구체적으로 본 연구는 UN의 `2030 지속가능 개발 어젠다`를 비롯하여 2016년 우리나라에서 지속가능발전목표(SDGs)가 발효되기까지의 과정을 알아보고, 지속가능발전유아교육의 현재 상황을 살펴보았다. 나아가 우리나라 옛이야기 속에 담긴 지속가능발전 유아교육의 의미를 밝히고자, 옛이야기그림책에 나타난 비판적·배려적 사고를 살펴보고, 상호협력적 의사결정과 창의적 문제해결과정을 찾아보며, 우리나라 전통문화적 생활양식 속에 함의된 미래 삶의 지속가능성을 검토하였다. 결론적으로 옛이야기그림책은 글과 그림을 기조로 한 유아들을 위한 도서이자, 우리나라 전통 사회·문화의 면면 속에 함축된 인간 삶의 다양성과 미래 삶을 위한 지속가능발전유아교육의 의미를 함의한 교육자료로서 교육현장에 공헌할 수 있음이 확인되었다. The purpose of this study is to examine the cultural characteristics and values implied in Korean folk tale picture books with sustainable developmental viewpoints. In detail, the Korean traditional cultural traits described in stories and illustrations of young children`s books are investigated, and those sustainable developmental values and educational meanings for early childhood education are discovered. Korean folk tale picture books can be used as the ways in which the young encounter sustainable developmental situations. Those books show how characters (including children) think about and understand the world and life styles. Stories and pictures are the key sources of the images, vocabularies, attitudes, structures, and explanations we need to contemplate experiences; because when directed to children they are often bound up with education of one kind or another, stories and pictures can be important carriers of information about changes in culture, present and past. As well as material inheritances, such as Korean traditional costume, food, and housing form, Korean folk tale picture books are treasure to entail creative problem solving and decision making process of mutual cooperation, and sustainable development of traditional values to future lives. In conclusion, Korean young children, reading Korean folk tale picture books, are expected to appreciate literary lyricism, understand and experience sustainable values of traditional culture for future lives, with critical and caring thinking methods, creative problem solving and democratic decision making process, etc. Teachers in early childhood education classrooms can select and apply these books as educational materials for sustainable development related to Nuri-curriculum.

우리나라 사실주의 그림책에 나타난 형제갈등 구조분석

최연지 ( Choi Yonji ),정대련 ( Chung Daeryun ) 한국어린이문학교육학회 2017 어린이문학교육연구 Vol.18 No.1

본 연구의 목적은 우리나라 사실주의 그림책에 나타난 형제관계의 특징과 형제갈등구조를 분석하는데 있다. 이를 위해 본 연구에서는 2000년 이후 출판된 국내 작가의 그림책 25권에 나타난 형제갈등의 구조를 분석하였다. 연구결과, 첫째, 형제갈등이 나타난 그림책에서 형제 구성은 남매, 형제, 자매 순으로 많이 나타났고, 갈등을 느끼는 주체로는 맏이가 가장 많았다. 둘째, 연구대상 그림책에 나타난 갈등의 원인으로는 제한된 자원과 기회에 따른 시기 질투와 차별대우 등 경쟁의 문제가 가장 높은 비율을 차지했고, 갈등의 해결전략으로는 타협, 협상, 제안 등의 건설적인 전략보다는 협박, 강압, 신체적 괴롭힘 등의 파괴적인 전략이 더 많이 사용되고 있었다. 갈등 종결의 경우, 장면 별 형제 갈등 종결에서는 미해결과 복종의 유형이 가장 많았으며, 이야기 최종 결말에 따른 최종 갈등종결에서는 인정 혹은 수용이 많이 나타났다. The purpose of this study was to analyze sibling conflict structures of young characters expressed in 25 realistic picture books by Korean authors published in Korea since 2000. Causes, strategies and terminations of sibling conflicts appeared in all texts, and the para texts of 25 picture books were marked with reasons. The results of this study were as follows. According to the general features of siblings, there were 16 cases of the opposite gender combination, and 9 cases were the same gender combination. In 14 cases, the oldest one was the main character who confronted the psychological and physical changes or conflicts caused by the birth of siblings in the subject picture books. Causes of sibling conflicts expressed in the picture books were competition 42.9%, improper expression 32.9%, ownership 18.6%, and disagreement 5.7%. There were 70 cases, with an average of 2.8 cases appearing in the subject books. Resolving strategies consisted of 22.2% of the constructive strategies and 77.8% of the destructive strategies. Types of termination analyzed by the scenes were disapproval, obedience, reconciliation, adoption and compromise and by the end of story, were adoption, disapproval, reconciliation, perspective-taking and compromise. According to the results, an average of 2.8 conflict causes and 2.5 strategies were presented in each picture book. They easily elicit empathy in the children and provide them with various opportunities for indirect experiences. However, the fact that 77.8% of the picture books present destructive strategies rather than constructive ones and 48% of the picture books suggest one-sided adoptions rather than alternative ones, shows that there is room for misguided understanding about conflicts in children who may have much potential in imitating learning. Therefore, it is recommended that positive modeling solutions about sibling conflicts should be presented to children by including constructive resolving strategies and terminations of sibling conflicts in picture books.

동화를 활용한 평화지향적 유아통일교육 프로그램 구성 및 적용 효과

원종임 ( Won Jong Lm ),정대련 ( Chung Daeryun ) 한국어린이문학교육학회 2016 어린이문학교육연구 Vol.17 No.4

본 연구는 동화를 활용한 평화지향적 유아통일교육 프로그램을 구성하고 유아교육현장에 적용하여 효과를 검증하는 데 목적이 있다. 프로그램은 선행연구 분석에 기초하여 교육목적 및 목표, 교육내용, 교수학습방법, 평가 등의 체계로 구안되었다. 연구대상은 경기도 G시 S유치원의 5세반 유아 3학급 91명으로, 26회기 동안 실험처치가 이루어졌으며, 본 프로그램의 효과를 검증하기 위하여 실험집단에는 연구자료로 선정된 동화 26편을 들려준 후 이야기나누기 활동과 확장활동을 실시하였으며, 비교집단에는 동일한 연구자료 동화를 들려준 후 이야기나누기 활동만을, 그리고 통제집단에는 누리과정 생활주제를 중심으로 한 활동을 실시하였다. 수집된 자료는 Chi-square test와 ANCOVA를 통해 분석되었다. 연구 결과, 실험집단은 유아의 통일인식역량(통일이해, 북한이해, 민족공동체의식 함양) 및 평화공존역량(타인과의 공존, 집단 간의 공존, 세계와의 공존) 모두에서 비교집단이나 통제집단보다 통계적으로 유의미하게 높은 효과를 나타내었다. 한편 연구자료 동화 들려주기 및 이야기나누기 활동을 실시한 비교집단에서도 `통일인식역량` 중 11개 문항에서 통계적으로 유의미한 결과가 나타남으로써, 연구자료로 선정된 동화듣기 및 이에 관련된 이야기나누기 활동만으로도 통일인식역량 교육에 일부 효과를 나타낼 수 있음이 확인되었다. The purpose of this study was to compose a peace-oriented unification education program for children using fairy tales and to examine the effects applied to an early childhood education field. Based on an analysis of preceding studies, the program structure was designed as educational aims, contents, teaching-learning methods, and evaluation. The research subjects were ninety-one 5-year-old children in 3 classes of S kindergarten in G city, Gyeonggi province. Twenty-nine of the children in the experimental group participated in the peace-oriented unification education program and extended activities after listening to 26 fairy tales selected as research material. Thirty children in the comparative group participated in storytelling activities after listening to the same 26 fairy tales, and 32 children in the controlled group participated in activities following the Nuri Curriculum. The collected data were analyzed by Chi-square test and ANCOVA. According to the results of the analysis, the experimental group showed higher statistically significant effects in the factors for unification awareness capacity (comprehension of unification and North Korea, cultivation of national community spirit) and peaceful coexistence capacity (coexistence with other individuals, communities, or the world) than that of the comparative or control group. Meanwhile, because the comparative group showed statistically significant effects in 11 out of 20 subscales in the `unification awareness capacity`, the 26 fairy tales selected for this research were confirmed effective as educational materials on unification education for young children.

다문화권의 전통적 양육방식 비교 연구

정대련 동덕여자대학교 2003 생활과학연구 Vol.8 No.-

This study is to review the literatures related to traditional child-rearing practices in various cultures of Asia, Africa, America, etc. Thus the characteristics of customs, traditional ways, national consciousness and attitudes in rearing young children are compared among different countries. Korean traditional child-rearing ways are shown by reports about real experiences. Raising infants and toddlers in most cultures focuses commonly upon healthy bodies, but the caring ways of regional tribes or nations are different each other. The ways of caring are wide ranged from mothers` 24 hour intimate care, or care of many other care-givers-such as family members, neighbors, etc., to minimum care fur babies. After toddler`s age, care-givers are interested in social interactions and in educating children to develop their minds and bodies harmoniously The specific ways of education for young children are different throughout cultural bases. Some cultures allow children to have limitless freedom for their pleasure and happiness, some other cultures to behave in limited norms, and another cultures to experience social interactions for themselves outdoors. In conclusion, traditional child-rearing practices in many cultures are various, but the final goal is the same as young children`s harmonious development of body and mind.

아동기 도덕교육에 관한 소고

정대련 同德女子大學校 1995 同大論叢 Vol.25 No.1

This study reviews the methodological meaning of moral education which stresses practicing basic virtues and formation of good habits as moral socialization based on the conceptual definition of Moral. And it also inquires Korean ethical direction for the future by examining moral values and basic structure of moral education in the 6th Revised Curriculum which will start after 1995 as a guideline for 21c. In Korean or oriental culture, moral means it should be acquired by human beings through practicing the common rules or norms in everyday life, while, in western culture, it means that human beings as social members should develop rational self-control or an ability to make decision by themselves. Since 1980, most Korean researches in moral education have been proceeded by the western approach along the methodology of cognitive development. Nowdays, however, we find increasing interests about moral education as moral socialization focusing on the acquisition of moral habits and practical aspects of virtue. The return to the methodology of moral education, which emphasize the acquisition of basic norms and formation of moral habits for young children, is understood as a result of recognizing the importance of the traditional meaning of ethics. 'The Domain of Social life' and the subject 'Good Life' for K-2 grade children after 1995 suggest a lot of moral values accepting the social (experts, parents, teachers, etc.) need for moral content. Because the major part of moral values is implied in traditinal tehics already, it is acknowledged that the content of moral education is built on reinterpretation of the meaning of the traditional values by modern standard.

장아함경에 나타난 발문법의 교육적 의미

정대련,김수향 동덕여자대학교 2002 생활과학연구 Vol.7 No.-

The purpose of this study is to examine the educational meanings of the Buddha`s questioning method, which is used in Buddha`s dialogues with his disciples in Dirh agama-sutra, and how his method can be applicable to contemporary educational fields. Buddha`s questioning method has some characteristics that he tries to find out what his disciples want to know and ask about before his giving teachings, for example. According to this study, Buddha`s method entails the modern educational meanings of questioning method. Firstly, Buddha asks various phased questions about a certain problem to his disciples so that they can acknowledge the proper answers or meanings effectively with their own capabilities and experiences. Secondly, the disciples are encouraged to develop their own reflective and logical thinking skills. Finally, Buddha does not give teachings or answers directly but let the disciples inquire the questions and figure out the answers or conclusions for themselves.

David Wiesner의 판타지 그림책 분석

정대련,어은정 동덕여자대학교 생활과학연구소 2008 생활과학연구 Vol.13 No.-

This study is to analyze D. Wiesner's picture books focused on the concept of imagination. Especially Wiesner's 6 fantasy picture books, translated and published in Korea, are analyzed by theme, character, setting and plot, in other words, 4 aspects of literature analysis. The fantasy realm of Wiesner's picture books is regarded as high fantasy picture books. The values of his works as texts to develop young reader's imagination are very high. To read and appreciate his books is one of the best way to make young children to experience the good quality of literary works with abundant imagination and creativity. Results of analysis are followings. The main themes of D. Wiesner's works are happiness, pleasure and humor from the adventure of the new fantasy world and mysterious happenings. The characters in picture books are humans, humanized animals, inanimate matters, and supernatural beings, in addition, remarkably imaginative and adventurous children. In terms of setting, although time slip does not happen, space shift happens from real world to virtual fantasy world, and real world and fantasy world often coexist together. With unilinear, recursive, repetitive patterns of plot, readers can absorb into the works of Wiesner's imaginative and creative fantasy world.

4세 유아들의 그림책에 대한 반응 고찰 : 그림책 <옛날 스님들은 어떻게 살았을까>를 대상으로

정대련 동덕여자대학교 생활과학연구소 2007 생활과학연구 Vol.12 No.-

Many young people, nowadays, are not interested in Buddhist life styles, or many Christians have some inappropriate prejudice about Buddhist cultural heritages. Young parents seldom recognize and try to introduce Korean traditional culture including Buddhist heritage to their children. It's a very big problem to lose precious spiritual roots of Korean cultural characteristics. So, this paper tries to examine young children's experiences of Korean traditional culture related to Buddhism. The purpose of this paper is to find out what 4 year old children think about Buddhist life styles expressed in a picture book, "How did the Buddhist-monks live in the old days?" The picture book, with very beautiful pictures and poetic words, shows how the monks thought, practiced, and lived as Buddhists. The picture book was shown and read to 16 4-year-old children of a kindergarten attached to D university and the children were asked some questions related to its content and meanings. According to the result, all children could feel and understand the meaning of compassion that the monks had consideration for all the creatures and practiced the good for all beings. They understood why the monks, in the picture book, practiced compassion with various ways and methods, and expressed their own thoughts and ways for saving other lives. Some children who had experiences about Buddhism on TV, video, or visiting temples in mountains, no matter whether their parents were Buddhists or not, had known Buddha, monks, temples, etc. And they tried to explain what they have known and experienced with their families. In contrast, a few children who had never experienced Buddhism or related cultural activities, they had no Buddhist concepts, no interests in that kind of parts. The results showed that it's important whether they had chance to experience the traditional culture or not. These results will contribute to rediscover the value of Korean traditional Buddhist cultures and to recognize the beautiful and pro-ecological Buddhist life styles in post-modern society and recent wellbeing moods. Above all, those will show how desirable it is to introduce Buddhism to future generations and to share it with them.

그림책 중심의 총체적 언어접근법이 유아의 쓰기 발달에 미치는 영향

이희정,정대련 동덕여자대학교 2003 생활과학연구 Vol.8 No.-

The purpose of this study was to investigate the effect by Whole language approach based on picture books. Especially the writing activities of 5-year old children and children`s writing skill development were analyzed. The objects of this study were 25 five-year-old children from a private kindergarten located at Northern area in Seoul. The results of this study were that 1) the numbers of words and sentences in children`s writing activities were increased gradually, 2) writing activities by whole language approach based on picture books improved children`s writing development, and 3) four tendencies on writing activities by whole language approach based on picture books were found.

통합적 유아국악교육이 유아의 국악 이해도에 미치는 영향

하재은,정대련 동덕여자대학교 2004 생활과학연구 Vol.9 No.-

This study is to verify the effects of Integrated Korean Traditional Music Program on young children`s musical understanding. The experimental program has been performed for 16 weeks from March to July, 2003. The participants of this experiment were 56 5-year-old children taking Korean traditional music lessons at Y preschool in Seoul. A result of this study was that there was no significant difference statistically in the knowledge or performance of Korean traditional music between an experimental group and a control group. Integrated Korean Traditional Music Program for young children had no different effect. However, the other result was that young children`s intimacies and participation were increased through Integrated Korean Traditional Music Program and had a significant meaning statistically.