유아-성교육 활동자료 개발을 위한 기초자료분석연구 : 만 4,5,6세를 위한 성교육 활동자료개발 = A Study on the Basic Materials for the Designing of Preschoolers' Sex Education Materials

다국어 초록 (Multilingual Abstract)

In order to help children to lead happy lives, it is of necessity to provide them with proper sex education throughout their lifetimes; educated by their parents during childhood, and continued to adulthood in the process of socialization and finally to senescence as a part of continuing education. Preschoolers' sex education, therefore, must begin upon the delivery of a child regarding his or her entire body within the environment to which he or she belongs(Sung-ja Cho, 1987).
If we recognize the importance of sex education for preschoolers, and make full use of children's stories as a means to both provide sex education and facilitate interactions between educators and their students, it would allow many teachers who are uncertain about how to conduct sex education to regain their confidence. This study aims to closely examine relevant literature on preschoolers' sex education in order to lay the foundation for the development of effective sex education materials with easy accessibility for teachers. Moreover, by referring to relevant research on the subject, this study tries to present educational materials that can be fully utilized by teachers actively at work.
Included in the target age group of these materials are 4, 5, 6 years.
The study bases on Sung-ja Cho's Methods and Substance of Preschoolers' Sex Education Philosophy(1987), and Sun-ok Son's findings on the extent to which mothers feel the necessity of sex education for their children(1994).
To begin with, the prime goal of preschoolers' sex education, based on the philosophical foundation of reverence for humankind, is to nurture such senses of consideration and respect for others, and the equality of sexes. It also aims to enable its students to obtain suitable expression technique so that they could make harmonious interactions with others in real life. Included in this technique are making friends with one another and getting along with them, understanding others' feelings, and letting them know one's own feelings. Sex education for preschoolers can be categorized into two different spheres. One is physical sphere which offers knowledge on our bodies, namely the names of the genital organs, and information about childbirth. The other is social sphere which explains the beginning of acquaintance between men and women, and its eventual development into love(Sung-ja Cho, 1987), marriage, family, the equality and difference in the roles of sexes, preventive education for sexual harassment, and entering into parenthood. Lastly, preschoolers' sex education is also a practical education that aims to help children to be aware of the necessity of keeping their bodies, especially genital organs, neat and clean, and observing public morals and decorums.
With such goals in mind, this study present a design for a sex education program as follows:
To begin with, the selection and reading of a illustrated story book commence the program. Included in this step are guessing what the story would be about before actual reading, reading its covers, reading the story, and final discussion on the students' impressions of the book. The next step is to recognize the story line. For this purpose, preschoolers are asked to read Twinkle, Twinkle, Firefly Lady, and then contemplate together on what would be relevant themes of the story to sex education. It is followed by the designing of the means of sex education, and its implement. At this stage, it is attempted to develop practicable materials for actual sex education for preschoolers. These materials are the means to maximize the educational effects on both teachers and on their students. They would be more effective if employed at such educational institutions that put most of their educational emphases on other courses of study than sex education.
These materials set the goals of sex education according to the plot of the illustrated story book selected in this study, and the contents of sex education contain two different parts; the part, dealing the themes of the story book, concerning direct sex education, and the part focusing on sex education in a broader sense. The activities of the program have been divided into discussion, terminology, expression, field trips, research, and operation.
The contents of the materials developed in this study are as follows:
Firstly, [We are seriously attracted to each other]. The differences between men and women are highlighted, and the process of falling in love is explained. It is of importance to remind children of the fact that the existence of differences between men and women does not mean that either of them can be unfairly discriminated, but they are all equal friends.
Secondly, [We are in love]. This theme aims to help children to understand the importance of making mutual efforts to keep love alive even after a couple falls in love with each other. Children come to possess the proper skills of human relations by learning how to get along with friends with both same and opposite sexes. Here, it is essential to be courteous to their friends: Especially, sexually mischievous behavior must be strictly prohibited, and careless opening of restroom doors is also on this list.
Thirdly, [We got married]. The meaning and responsibilities of marriage are explored. The fact that marriage eventually develops into a formation of family is also explained, and children get to realize family affection. It is followed by [I am going to have a baby]. The meaning of conception and pregnancy are explained. Also, children are educated with the preciousness of themselves as embodiments of their parents' love, the importance of keeping their bodies neat and clean, and the elevation of the sense of self.
Fifth theme is [We need to prepare a baby's room]. By appreciating how the firefly couple in the story is looking for a decent baby's room, children come to realize the importance of parents. It would also enable them to comprehend the necessity of prenatal care for their future children. Sixth theme is [I have just delivered a baby]. Children's questions about childbirth are answered, and the joy of the arrival of a new-born is explored. After having an opportunity to discuss the birth of their siblings, they are taught to take pride in themselves who are capable of taking good care of their younger brothers and sisters like their parents once did to themselves.
Seventh and last theme is [We will be thriving]. At this stage, they are asked to envisage their future lives so that they could grow up successfully. This also allows them to realize the importance of future selves. For successful growth, it is necessary to obtain knowledge and skills to protect oneself, which requires the ability to perceive a crisis, and at the same time, to know how to lead one's friend as well as oneself to a breakthrough in the crisis.

목차 (Table of Contents)

• 목차
• Abstract = x
• I. 서론 = 16
• 1. 연구의 필요성 = 16
• 2. 연구의 중요성 = 18
• 3. 연구의 제한점 = 19
• II. 유아기의 발달적 측면에서 성이론과 성교육 방법 = 21
• 1. 유아기의 사회문화적 관점에서 성의식의 발달 = 21
• 2. 유아 성교육의 방법 = 22
• 1). 청결 또는 위생교육으로서의 성교육 = 24
• 2). 애정으로서의 성교육 = 25
• 3). 만남으로서의 성교육 = 26
• 3. 유아 성교육 교수방법으로서 동화활용교육 = 27
• 4. 유아 성교육 프로그램 내용 영역 = 29
• III. 유아 성교육 활동자료 구성을 위한 연구 방법 = 36
• 1. 유아기 성교육 활동자료의 적용 연령 = 36
• 2. 연구방법 = 38
• IV. 동화를 활용한 유아 성교육 교수-학습방법의 실제 = 40
• 1. 유아 성교육 프로그램의 목표 = 40
• 2. 유아 성교육 교수 - 학습 과정 = 41
• 1). 그림동화책 선정하기 = 41
• 2). 그림동화책 읽기 및 감상하기 = 42
• 3). 동화내용 인식하기 = 43
• 4). 주제망 구성하기 = 44
• 5). 활동의 구성 및 전개하기 = 48
• V. 결론 = 169
• 참고문헌 = 174
• 부록 = 176