요리 활동을 통한 유아의 개념 학습에 관한 연구 = (A) study on the Conceptive Learning of Young Children through Cooking Activities

다국어 초록 (Multilingual Abstract)

The objective of this study consisted in integrally detecting the educational effects of cooking activities of young children upon their learning.
For that purpose, six cook activities were carried out on two four-yearolds and three five-yearolds at G Borough Childcare Center located in Gangdong-gu, Seoul, for approximately four weeks.
With this in view, careful attention was paid to the testees so that an inclination could not be made to certain conditions or concepts by rape-recording, photographing and analysing the correlations between teacher and young child. Questions were asked prior and posterior to cooking activities and then an inquiry was conducted into what contents young children learn and what diverse experiences they gain from their cooking activities, by making reference to their cooking diaries.
For that purpose, questions were posed, as follows:
1) How are young children interested and how do they take part in cooking activities?
2) What concepts do young children learn from their cooking activities?
For the purpose of solving the above questions, cooking activities included strawberry jam sandwich, strawberry milk, fried egg, backed frankfurt sausage, popcorn and steamed potato.
Results were revealed, as follows:
First, the participation of young children into cooking activities in general was represented as very active and lively. When a cooking activity began, young children took part in it very actively, showing enthusiasm for trying. It was shown that search for materials and tools was actively carried out. In the process of cooking, the shapes, tastes, colors, feelings, etc. of materials, were keenly observed and order was spontaneously kept even after the cooking activities.
Second, the testee children showed live self-expression and linguistic correlations with a keen interest in reading and writing during the cooking activities. Furthermore, they acquired arithmetic experiences of the concept of time, counting numbers, the measurement of quantities, the concepts of part and whole. Moreover, during cooking, they underwent a scientific way of thinking such as the observation of changes in substance, predictions, changes, force, etc. via group activities and enhanced sociality with the spirit of cooperation and a sense of confidence.
Handling cooking tools made it feasible for them to learn the way of how to use them in safety and take a positive interest in hygiene, cleanness and other matters related to cooking. Responses to prior and posterior questions also revealed the acquirement of more concrete experiences and clear concepts after cooking activities.

목차 (Table of Contents)

• I. 서론
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구의 제한점 = 3
• II. 문헌검토
• 1. 유아를 위한 요리활동의 교육적 의의 = 5
• 2. 유아를 위한 요리활동 = 11
• 1) 요리활동을 위한 계획 = 14
• 2) 요리활동의 교수 전략 = 19
• 3) 요리활동의 전개 과정 = 22
• 4) 교사의 역할 = 24
• III. 연구방법
• 1. 연구대상 = 26
• 2. 연구과정 = 27
• 3. 자료분석 = 32
• IV. 결과 및 해석
• 1. 요리활동에 따른 유아의 흥미와 참여
• 1) 전반적인 참여 경향 = 34
• 2) 요리활동 참여에 영향을 주는 요인 = 38
• 2. 요리활동을 통해 유아들은 어떤 개념을 학습하는가
• 1) 언어적 학습 = 42
• 2) 과학적 학습 = 48
• 3) 수학적 학습 = 54
• 4) 사회성 발달 = 59
• 5) 안전 개념 = 62
• 6) 위생 개념 = 67
• 7) 개별 유아의 질문 내용의 반응 = 71
• V. 논의 및 결론
• 1. 요약 = 115
• 2. 논의 및 결론 = 117
• 3. 후속 연구를 위한 제언 = 120
• 참고문헌 = 122
• 부록 : 요리활동의 실제 = 126
• 영문초록 = 157