창안적 이야기를 활용한 이야기나누기 시간의 실행연구 = Action Research on a Circle Time Based Stories in an Early Childhood Class

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the applicability of circle time the invented stories like fairy tales as a way to teach young children to acquire conceptual knowledge and down-to-earth knowhow on their own.
Three research questions were posed:
1. How could this study develop a program based an invented stories for young children
2. How do preschoolers respond to the circle time program of invented stories and construct knowledge
3. What is the perspectives of teachers on the developed program of invented stories
The subjects in this study were 20 young children at M private kindergarten in D district, Busan. They were at the Western age of 5. They had circle time from December 1, 2008 to February 20, 2009, which were all videotaped. The collected data involved videotapes written conversations of the action researchers, reflective journal and the portfolio of the preschoolers.
The findings of the study were as follows:
In regard to Research Question 1, sixteen invented stories were organized, which respectively revolved around several themes such as Changgu, soil and stones, and a draft of the program was devised to show how to construct the stories and what the stories were about.
As for Research Question 2, the preschoolers were absorbed in the circle time without being conscious of the lapse of time and surrounding environments. And they wanted to keep on having a discussion as active participants. After listening to the invented stories, they structured their knowledge, enlarged their intellectual skills, and created the meaning of the stories in a positive manner. Thus, they found new meanings in the stories in a self-directed way.
Concerning Research Question 3, at the beginning the teacher looked back on herself and suffered conflicts in the course of making a preparation for the action research on discussion of invented stories, and she faced difficulties in constructing the invented stories. While she proceeded with the action research, the attentive facial expressions of the preschoolers encouraged her to come up with ideas about how to approach the imaginary conscious of the preschoolers. And she realized the power of the stories.
After completing the action research, the teacher realized to the power of the invented stories, and she was aware of her own improved teacher efficacy related to discussion instruction. Besides, she found herself to undergo existential changes in association with the siqnificance of circle time and ability of the young children.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구내용 5
• 3. 용어의 정의 6
• Ⅱ. 이론적배경 8
• 1. 교육과 이야기적 지식 8
• 2. 이야기나누기 시간 14
• 3. 창안적인 이야기를 활용한 이야기나누기 시간 21
• Ⅲ. 연구방법 24
• 1 실행연구 24
• 2. 연구 참여자 27
• 3. 연구 절차 29
• 4. 자료수집 31
• 5. 자료처리 및 분석 33
• Ⅳ. 창안적 이야기나누기 시간 시안 개발 34
• 1. 이야기나누기 시간의 프로그램 구성 34
• 2. 창안적 이야기 프로그램의 구성과정 36
• 3. 창안적 이야기를 활용한 이야기나누기 시간의 활동 57
• Ⅴ. 창안적 이야기를 활용한 이야기나누기 시간의 적용결과 64
• 1. 유아반응 64
• 2. 유아의 지식형성 76
• 3. 교사인식 93
• Ⅵ. 요약 및 논의 107
• 1. 요약 108
• 2. 논의 및 제언 110
• 참고문헌 116
• 부록 124
• Abstract 145