유아교육과 부모참여의 의미와 실제에 대한 문화기술적 탐구 = An Ethnographic Inquiry on Parent Involvement and Family-School Partnerships in Early Schooling

국문 초록 (Abstract)

본 연구는 효과적인 부모참여와 가정-학교 협력 프로그램을 운영하고 있는 유치원들의 사례를 통하여 부모참여의 의미와 실제 및 어려움에 대한 유아교사와 부모의 목소리를 반영하고자 하였다. 연구결과 교사와 부모가 생각하는 부모참여의 의미는 자원봉사자로서의 참여나 부모교육의 차원을 넘어서는 광범위한 개념으로 다양한 형태의 참여가 존재하며, 모든 형태의 부모참여가 바람직한 결과를 가지고 오는 것은 아니었다. 따라서 가정-학교 협력의 혜택을 극대화하려면 획일화된 프로그램을 운영하기보다는 유아, 부모, 유치원 및 지역사회의 상황을 모두 고려하여 개별 유치원에 적합한 형태의 참여가 이루어져야 한다.

다국어 초록 (Multilingual Abstract)

This study attempts to understand various meanings of and practices in parent involvement from school staffs and parents' points of view. The concept of parent involvement in early schooling is socially constructed and continually negotiated by school staff and parents. In search of what it means to involve parents in early schooling, I conducted an extensive ethnographic inquiry at three early childhood education settings known for their efforts to work effectively with parents. I observed parent involvement programs at these three early childhood education settings. I interviewed teachers, family support staff, administrators, and parents to understand meanings constructed from the daily interactions among the constituents of family-school partnerships. Teachers and parents have a broad definition of parent involvement which encompasses various types of parental participation outside of as well as inside school walls and two-way communication between schools and families. Providing diverse parent involvement activities is an important element of effective family-school partnerships. Teachers and parents also encounter a number of challenges to parent involvement. Results indicate that considerations should be given to diverse situations in which parents, children, and school staff function in order to benefit from parent involvement and family-school partnerships.