유치원 블록놀이에 대한 질적 연구 = A Qualitative Research of Block Play in Korean Kindergartens

다국어 초록 (Multilingual Abstract)

Block play has a long history and is recognized for its educational effectiveness. Block play contributes greatly to the physical, social, mathematical, and scientific growth of young children. It provides opportunities of creative expression. Existing research on block play focuses on educational value and observes the changes that take place in children`s play behaviors when the type, quantity, and time expended in block play are controlled. This research begins with questioning whether or not the educational values of block play are inherent in the play itself or if certain conditions must accompany the use of block play for it to be effective. This research delineates the way in which block play, which came into Korean preschool programs through the importation of Western programs, has been transformed in the Korean educational setting. Thirty-four 5 year old preschool children and 1 teacher participated in this research. Participant observation in classrooms and in-depth-interviews with the teacher from March 14 2001 though July 16 2001 were utilized. Field notes, participant observation notes, field research diaries, and in-depth-interview notes were documented. Videotape and photo documentation were also used. The research findings reveal that quantity of blocks, space in which to play and available time to play are all effect the quality of play the children engage in. Teacher attitude toward the use of blocks also affects the quality of their use. This study finds that Korean preschools are traditionally unprepared for the noisiness and free play atmosphere that block play demands especially since plastic blocks have replaced the unit blocks which had been used in Korean kindergartens. The plastic blocks are more appealing to children but teachers tend not to see their value. Suggestions are given as to how teachers might reassess the nature of block play and rearrange time, space, and block quantity to foster optimal learning.