내러티브에 기반한 유아 인성 교육과정 모형 개발 = Development of Curriculum Model for Children's personality based on Narrative

다국어 초록 (Multilingual Abstract)

Development of Curriculum Model for Children's personality based on Narrative

Park, Kyung-Hwa

Department of Education
Graduate School, Kyungpook National University
Daegu, Korea
(Supervised by Professor Kang, Hyeon-Suk)
(Abstract)

Today’s social phenomenon demonstrates crisis of the age without morality and personality due to informatization, globalization, rapid social structure change, confusion of value system and identity, teenager crime and suicide and environmental destruction. And, Korea is ranked in 23rd (10.981 point) in education justice index ranking among 34 OECD countries which is lower than OECD average 11.375 point. Such phenomenon leads to the increased social and education requirements for personality education.
Internal and external aspects are considered to reinforce personality education. It means internal factors as school curriculum and external factors of school, society and family environment other than curriculum. Among various factors failing to take responsibility of personality education in school education, problem of curriculum, education method and outdated resources and teachers and evaluation problem are included. As for external factors, home, school and social problems are pointed out that surrounds personality subject. Personality education must be carried out by the interaction with family, school and society.
But, family as the very basic unit of society has lack of dialogue between members due to nuclear family and increase of dual career family. So, home fails to carry out basic life habit formation, personality formation and value system formation of infants. As time spent in home for infants is reduced, hours in kindergarten increases. While kindergarten teachers have higher awareness of personality education, the practice of personality education is low and they had poor specific method and solution. Some early childhood education institutions focus on specialty education, learning Korean and math numbers by the wrong requests of parents.
Therefore, personality education must be carried out based on narrative on life problems by early education institute, home and society. Student may internalize personality by sharing problems in life and constructing its meaning. In particular, internal thinking and action change means the proper personality education. Therefore, it is required to listen to personal stories to change internal idea and to make personality education curriculum through positive and mutual respect narrative.
The contemporary society weighs high on individual needs and demand rather than grand narratives. Instead of group need and requirements, individual’s life story must be focused and individual happiness must be sought in order to create social happiness. So, it is necessary to form proper culture of society by gathering individual’s upright life. In this regard, narrative assumes that everyone has own story seeking meaning, solving problem and enjoying life. . Everyone lives in own various kinds of narrative. Society must recognize that individual has narrative and that meaning needs to be found and mutually understood. Just as society is formed by individuals, a change of mind is required to early childhood education institute that every infant has unique need and demand, characteristics, and home and surrounding situation beyond collective thinking of kindergarten and class. Accordingly, this study aimed to develop narrative based personality education model as a means of problem solving and practical personality education by forming meaning through interlocking between educational institute, home and society, and communication between teachers and infants.
This study would like to develop a narrative model, ‘an activity of creating meaning by introducing proper story at proper time’ in order to reinforce personality education in the early education field. For this purpose, the below research topics are set.
A. What is awareness of teachers and parents on infant personality education?
A-1. What is the current condition of infant personality education and what is the awareness of teachers on infant personality education by narrative?
A-2. What is the awareness of parents on infant personality education?
A-3. What is different in the awareness of infant personality education between teachers and parents?
B. Examine number of personality item in the teacher guidebook for Age 5 Nuri Course.
C. Explore qualitative suitability of the model by specialists committee and develop infant personality education curriculum model by integrating awareness survey in A and B and number of personality items.
D. Extract teaching and learning plan in the narrative based infant personality education curriculum model and show implication in its application.
For the development of Curriculum Model for Children's personality based on Narrative, this study intended to use integrated research method. Integrated research method is a mixed approach of qualitative and quantitative studies. In this study, questionnaire survey, specialist committee, literature review, theoretical speculation, and interview were used. Tashakkori and Teddlie divided its sub-divided methodologies into graded integrated methodology design, Main – sub paradigm mixed design, sequential integrated method design, parallel/simultaneous integrated method design and multilayer approach method (Yeom Si Chang, Trans. 2001: 78-79). This study adopted a parallel/simultaneous integrated method.
Questionnaire survey was carried out to parents to figure out awareness of personality education and personality requirement analysis on early childhood education institute. And, questionnaire survey was carried out to parents on education curriculum, status of personality education and personality education plan. As for literature review, the current Age 5 Nuri Course and personality education details were analyzed. Through specialist consultation and theoretical study, narrative based infant personality education model was developed and class learning plan was prepared based on the model. It was followed by actual classes by 2 kindergarten teachers. Then, student behavior reaction interview, student interview and kindergarten teacher interview were carried out for qualitative analysis. By revising and modifying problems found in the field, final narrative based personality education model was proposed. The reason why this was selected as main topic is because while many recognized significance of current personality education, there was no specific methodology for personality education in the education field. As a means of overcoming such problem, the study focused on developing the Curriculum Model for Children's personality based on Narrative
According to the procedure of the study, firstly, awareness of personality by parents for personality education method and status of personality education required to early childhood education institutions were examined. While parents recognized significance of personality, they had no methodological means, and recognized education in early childhood education institutions was more effective.
As for teacher awareness on narrative based infant education approach, they had higher awareness on the need of narrative based infant education approach. Narrative based early childhood education attracted interests of infants, reflected routine experience, provided mutual cooperation opportunities, and reflected home and local society culture and value that enabled to construct narrative based integrated education curriculum. Teachers in early childhood education understood education curriculum and importance of personality, but they had no training on methodology about personality. They recognized development the of the Curriculum Model for Children's personality based on Narrative was suitable for practical plan of personality education in various kindergarten setting.
As the research topic of this study, narrative based infant education curriculum model approach sought to solve problems of personality education in the education field. It focused the problems of current kindergarten education curriculum which were activity focused without integrated with field, and items of virtue based personality education. In the kindergarten setting, the education was all about carrying out the activity of teacher guideline given by the state. Due to busy activities, teachers used to take action for action itself with isolated activity on actual life. Infant activities lost objective and infants were indulged in various activities busily. In the midst, infants lost opportunities to make own thinking and reflective speculation. Rather than interaction with friends or teachers, they are only engaged in result oriented activities.
Teachers also failed to execute reflective speculation based education curriculum. They simple guided activities to infants based on teacher guide only. Instead of dialoging with infants, they used to talk to infants unilaterally that disabled to make compassion based on mutual operation or to make narrative construction.
The researcher’s narrative based personality education had an objective to solve and practice personality problems in infant life and in teaching and learning from the situational context.
Meanwhile, regarding model development, narrative based infant personality education curriculum focused roughly two aspects in macro perspective. One is the essence of narrative thinking and the other is an aspect of infant personality education. With these two aspects, firstly, narrative thinking can be constructed in 4 levels. It included teacher activity, kindergarten management philosophy, infant activity and home value system.
Secondly, in terms of infant personality education aspect, it included finding problems in life that needs to change, consulting with colleague teachers on items of virtue, practice personality items of virtue and internalization of personality.
In the Curriculum Model for Children's personality based on Narrative teachers, kindergarten, infants and home recognize necessity of infant personality, cooperate mutually and talk about infant personality reinforcement plan. When teachers plan activity, they used to set annual plan by figuring out problems of infants that needed to be changed. Infants are encouraged to practice personality items of virtue by narrative thinking. Teacher consultation is made on infant personality education method at the early year and personality is usually told at weekly or daily activities. School newsletter is sent for personality practice method every week so that home and kindergarten linked personality education can be achieved.
The Curriculum Model for Children's personality based on Narrative is expected to have below effects.
Firstly, class focus model enables teachers to understand and apply individual infant’s narrative in order to increase sympathy between infants and reflective thinking for practical personality education.
Secondly, education curriculum and class are interlocked to develop infant’s narrative capacity which changes the culture of early childhood education institution more infant friendly. And personality education with more focus on narrative can be achieved.
Thirdly, the narrative based personality education suggested in this study would contribute to improve existing items of virtue based personality education, aimless activity or practice based personality education and formative procedure based on teacher guide effectively. In fact, as narrative is a kind of education philosophy and culture rather than as a means of practice of education, the model in the study could be interpreted, reshaped, reconstructed by teachers to make more valuable realization. At last, narrative is not opposing to virtue education or practical education but it can play a role as a bridge of compromise. And, it may enable parents, who are relatively excluded in the early childhood education field, can interact positively with the early childhood education institutions.
The final model starts its class in the level of time by recognizing problematic behaviors in life that needs change in the kindergarten by teachers or students. Understanding causes of abrupt behavior in narrative, space for situation and context, discussion for interaction at individual and social level, listening to fairy tales and situational explanation are included to share stories. Sharing stories intended to lead to practical behavior through self reflective thinking with determination.
Based on the above conclusion, some suggestions can be made for the development of the narrative based personality education.
Firstly, it needs to improve current personality education method, and various personality education data, and personality education program must be developed. For this purpose, it is necessary to study effective plan through narrative for the personality development data and program development.
Secondly, as there is lack of teacher education on personality education practice and application method, sufficient teacher training must be provided. As teacher’s educational instruction behavior is subject to their experience and interpretation, the significance of narrative of teachers needs to be reinforced in teacher training.
Thirdly, it needs to create psychological and social environment for teachers to take personality instruction for infants. As the ratio between teachers and infant students in the kindergarten, the ratio must be decreased. Narrative is important for language communication between teachers and infants, and active meaning construction works by infants are important. Therefore, a new approach on the number of infants per a teacher must be reviewed.
Fourthly, for effective infant personality education, it is important to establish early childhood education teachers’ experience and practical knowledge for effective teaching. In the early childhood education, if the effort to listen to the voice of field teachers and teachers’ practical knowledge becomes theory, the quality of early childhood education could be improved. In particular, personality education is very different from theoretical knowledge and concept education. Therefore, teachers’ experience and practical experience are very important. Through communications between teachers and information sharing, more effective and systematic personality instruction could be achieved.
Fifthly, a system improvement is required to take and share responsibilities between the country, local education office, early childhood education institutions and home for the education curriculum of the early childhood education institutions.
Sixthly, it needs to develop culture to focus on activity of infants and internalization of value from showing-up based excessive activities in the kindergarten education activity.
Seventhly, teacher guide and teaching media must focus on infants’ narrative ability, language communication ability and meaning construction ability development. While it is important to attract fun or interests of infants, it is important to develop resources to make infants think meaning and value of their activities and reflect their behaviors.
Eighthly, narrative needs to be used more systematically and actively in the infant class. And, it is also necessary to consider preparation of teaching – leaning guide plan in a narrative method or storytelling method.

목차 (Table of Contents)

• 차 례
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 선행 연구 분석 4
• 4. 연구의 범위 및 제한점 12
• Ⅱ. 이론적 배경 13
• 1. 내러티브의 특징 13
• 2. 인성교육의 개념과 특징 17
• 3. 유아 교육과정 개발 모형과 특징 21
• 4. 내러티브에 기반한 유아 인성 교육과정의 방향과 틀 38
• Ⅲ. 연구 방법 44
• 1. 다층적 연구 44
• 2. 양적 연구 47
• 3. 질적 연구 52
• Ⅳ. 내러티브에 기반한 유아 인성 교육과정 모형 개발 58
• 1. 5세 누리과정의 인성교육 내용 분석 58
• 2. 모형 개발을 위한 다층적 연구 결과 분석 69
• 3. 내러티브에 기반한 유아 인성 교육과정 모형 개발의 틀과 방향 108
• 4. 내러티브에 기반한 유아 인성 교육과정 모형과 적용 122
• 5. 내러티브에 기반한 유아 인성 교육과정 모형 개발 결과 143
• Ⅴ. 결론 및 제언 148
• 1. 요약 및 결론 148
• 2. 제언 154
• 참고문헌 158
• Abstract 171
• 부 록 181

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