어린이집 실외놀이 시설실태 및 실외놀이 활동에 대한 교사와 학부모의 인식 비교 = A Study on Outdoor Play Equipment and Comparisions to Teachers and Parent's Perceptions of Outdoor Play in Childhood Educare Centers

다국어 초록 (Multilingual Abstract)

Abstract

This study investigated the actual operation state of outdoor play equipment and activities in childhood educare centers and researched and compared perception of outdoor play activities between teachers and parents. To arouse young children's interest and operate outdoor play activities to meet of them. I examined obstacle factors to outdoor play activities, and considered teachers' roles to activate outdoor play and tried to devise an improvement scheme of activating outdoor play. To do this, a research was conducted with 163 teachers and 166 parents of children at 25 childhood educare centers in J City.
The measuring tools included door-to-door checklist, questionnaires for teachers, and questionnaires for parents; the results were analyzed by frequency, percentage, the mean, standard deviation, -test, and paired-sample t-test.
From the results, the following conclusions were drawn.
First, most childhood educare centers were equipped with independent outdoor play facilities; without such equipment, they were all using a neighboring play yard. However, outdoor play equipment was mainly composed of structured play facilities, such as slides, and natural elements, such as soil and grass, but lacked those requiring higher skills, such as jungle gyms, iron rods, and rotary things, and woodwork tools.
Second, as for the actual state of outdoor play activities at childhood educare centers, three or four sessions were provided a week, 30 to 40 minutes per session, with each teacher taking charge of 5 to 9 children. The majority of outdoor play activities belonged to the area of physical vs. muscular play, and teachers principally played the role of a supervisor and observer by examining children's safety and observing their play during outdoor play activities. As the play activity assessment certification system for childcare centers prescribes that children of five or over be provided with a session on a daily basis for 60 minutes while those of four or below be provided for 40 minutes, childhood educare centers now lack outdoor play activities. In that outdoor play activities play an important role in supporting children's physical exercise, cognition and creativity, sociality, emotion, and language development, teachers need to assign time enough for children to do outdoor play activities freely.
Third, as for recognition of outdoor play among teachers and parents, teachers demanded higher frequency of outdoor play activities than parents, while parents demanded a larger amount of time for a session than teachers. As for preference of outdoor play activities by areas and relations between outdoor play and early childhood development, both teachers and parents required outdoor play activities generally by each area and suggested that outdoor play activities were closely related to early childhood activities. That is, both teachers and parents showed high recognition of importance of effects of outdoor play activities on early childhood development and suggested low frequency and time for a session of those activities.
As for recognition of obstacle factors to outdoor play activities, both teachers and parents suggested equipment and parental problems. It was found that teachers had difficulty in planning outdoor play activities due to equipment problems with safety in outdoor play activities, diverse programs for outdoor play, materials and tools to use for play, and insufficient space and parental problems with parents' overprotection, demands for cognitive learning, and negative perception of play. As for teachers' role for activating outdoor play activities, both teachers and parents required teachers' support for children's development. As for an improvement scheme of activating outdoor play, there was a high demand for improvement in all sub-areas of the improvement scheme, such as support by teachers, by the head of center, by the government, and by parents.

목차 (Table of Contents)

• 표목차 ⅲ
• 그림목차 ⅳ
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• Ⅱ. 이론적 배경 4
• 1. 실외놀이의 중요성 4
• 1) 실외놀이의 의의 4
• 2) 실외놀이가 유아발달에 미치는 영향 6
• 2. 실외놀이 환경 구성 11
• 1) 실외놀이 시설 설비 및 구성 11
• 2) 실외놀이의 영역 구성 13
• 3) 실외놀이 공간의 안전 16
• III. 연구 방법 19
• 1. 연구대상 19
• 2. 측정도구 20
• 3. 자료분석방법 25
• IV. 결과 및 논의 26
• 1. 조사대상자의 일반적 특성 26
• 2. 어린이집 실외놀이 시설 실태 29
• 3. 어린이집 실외놀이 활동 운영 실태 33
• 4. 어린이집 실외놀이에 대한 교사와 학부모의 인식 37
• V. 결론 47
• 참고문헌 52
• 부록 59
• 영문요약(Abstract) 76