생태유아교육 프로그램에 관한 문화기술적 연구 : 부산대학교 부설 어린이집을 사례로 = An ethnographic study on the eco-centered early childhood education program : a case of the child educare center affiliated to Pusan national university

다국어 초록 (Multilingual Abstract)

The purpose of this research is to investigate the practices, the limitations and the tasks of the eco-centered early childhood education program by looking at the everyday of the child educare center affiliated to Pusan National University that has been practicing the eco-centered early childhood education for 9 years.
This research employed the ethnographic methods including participant observation, in-depth interview, and the analysis of documents.
The research problems are as follows :
The first problem is to examine the fundamental perspectives and principles of the eco-centered early childhood education. The second is to understand the characteristics of organization and program of the real model of the child educare center. The third is to describe and analyse the operations and practices of the eco-entered early childhood education program. The last one is to examine the limitations and the tasks in the implementation of the eco-centered early childhood education program.
The results of this study are summarized as follows :
First, as for the general viewpoint of the world, the eco-centered early childhood education was based on the harmony of the nature with human beings. Children were viewed as good and respectful in nature. And it was believed that they have their own characters, personalities and their own developmental rates.
Second, the child educare center affiliated to Pusan National University was opened in 1995. In the educational facilities, it had a four-story building including a basement and outdoor playground. There were 24 teachers and 192 children. The program of the center emphasized eco, community, and whole person in child education to cultivate "the happy and joyful children". It had currently such programs as outdoor play, field-walk, farming, cross-age interaction, traditional culture, animal-rearing, meditation, urban-rural exchange to environment, fingertip handicraft, traditional body movement and adaptation.
Third, the operational practice of the eco-centered early childhood education was divided into two parts ; the planning and the operation of the program. The former was about the educational activities and the teacher's affairs, while the other was about the class composition the group managing, the daily operation, the educational method, the environment organization, the teacher child parent relations and the events leading.
In the planning of the program, the educational planning was focused on the change of seasons and 'here and now'. The teacher's affairs' planning was based on their autonomy and cooperation.
In the operation of the program, the class was composed by mixed age and tried to stress the meeting in the smaller group and individually than large group. "Gathering and scattering" of the children was repeated in the daily schedule. Through the inter-age and intra-age integration, it was designed to get along with other children regardless of the age. The characteristics of the daily operation were timing on the child's rhythm, making use of the space appropriately, getting along with others, and integrating with several programs. The educational methods could be summarized as the education of waiting, the education of body to life, the education of experience daily life, the education by the joyful play and the education of encouraging the freedom of children. The environment was organized into the comfortable place like 'home', the experience place of 'the cycle of ecology', the playing place with natural materials and the children's cultivating place. The relation between the teachers and the children showed the partner with the life. The relation between teachers is cooperative but has some difficulties in private. The relation between teachers and the parents, however, was cooperative, helpful and friendly. The events were leading for the child, for the pure reason of nature and for the human community.
Fourth, the limitations of the eco-centered early childhood education program were noticed with the factors of teachers, parents, and environment. The teachers had not experienced the ecological life and been educated the ecological approach in the undergraduate. The parents demanded the studying and the preparation for the elementary school. The environment had limitations to practice effective eco-centered early childhood education in terms of the closed space and the scale of the center.
Therefore, in order to overcome the limitations on the operation of the program, this study suggests some solutions. The new educational system for the teacher, the need of the parent education about the eco-centered education, the transition to the ecological environment of the early childhood education and the ecological educational curriculum were noted.
The discussion focused on the operational practice and the limitations of the program of this real model. The view of the world, child and development was reflected in the operational practice of the program. However the program had some limitations of the operational practice. These limitations were true of the social and cultural barrier. In order to overcome the problems, the atmosphere of the society should be changed with the harmony of the nature and other people. And images of children who have been seen the objects of education should be changed.
The researcher considers that the eco-centered early childhood education can provide a possibility to transform paradigm. Continuous, specific study would make the eco-centered early childhood education program as the desired and comprehensive educational curriculum.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구내용 = 5
• 3. 연구방법 = 6
• Ⅱ. 생태유아교육의 기본체계 = 17
• 1. 생태유아교육의 개념 = 17
• 2. 생태유아교육의 기본체계 = 19
• Ⅲ. 연구현장 이해 = 34
• 1. 부산대 부설 어린이집의 설립배경과 발전과정 = 34
• 2. 물적 환경 = 40
• 3. 인적 환경 = 42
• 4. 하루일과 = 47
• 5. 보육프로그램 = 53
• Ⅳ. 생태유아교육 프로그램의 운영실제 = 64
• 1. 프로그램 계획 = 64
• 2. 프로그램 운영 = 72
• Ⅴ. 생태유아교육 프로그램 운영상의 한계와 과제 = 144
• 1. 한계 = 144
• 2. 과제 = 152
• Ⅵ. 요약 및 논의 = 158
• 1. 요약 = 158
• 2. 논의 및 제언 = 161
• 참고문헌 = 167
• 부록 = 177
• Abstract = 189