유치원 전통놀이 프로그램의 교육적 의미와 가치 = (The)educational meaning and value of the traditional play programs in kindergarten

다국어 초록 (Multilingual Abstract)

The aim of this study is to find the meaning and value of the Korean traditional play programs in Kindergarten. The needs for the research are based on the sense of the problems of the contemporary trends of the Korean children's play activities which are usually restricted to the intellectual kinds related to the study of the forthcoming school, provided mainly by their parents demands. In addition since most of the contemporary toys and instruments have been made for only the developments. have been made for only individual child, the games and plays are oriented to foster the selfish and competitive attitude of children rather than the cooperative and friendly ones. Surely this orientation of the play reflect the nature of today's culture. Futhermore, the playing foods are so commercialized and expensive that most of the people cannot only afford them but also they are lacking in educational values.
Considering the fact that the plays are the forms of children's life and creative behavior, the educational power of the play experience becomes our great concerns. Therefore, the needs for overcoming the undesirable trend of children's play habit have led this study to search for values of the Korean traditional play programs.
In order to achieve this aim, the study were developed in the following order.
First, the meaning and value of children's play were searched the history of philosophical ideas, aesthetic theories, and pedagogical thoughts all of which indicate the positive evaluation of plays in human live.
Second, the distinguished characteristics of the traditional plays as compared to the modern ones were analyzed. the cultured identity values and whole-person development of the traditional play were discoursed and highly appreciated as children's program.
Third, the traditional plays such as Bisukchigi, Yunnalgi, and Yutnori were experienced as program in this study which were selected for the test based on the physical safety, educational values and children's developmental fitness in 5 areas of health, social relation, expression, language and intellectual inquiry.
Forth, the attitude of kindergarten teacher and parents toward the traditional play programs have changed to the very positive ones during the period of play experience, and children's reactions, interactions, and expressions appeared in the process of play performance are analyzed to have multi-dimensional values of traditional play program.
Finally, the necessary conditions for promoting traditional play program in kindergarten were proposed. The most urgent problem to the solved is the preparation of play ground, development of methods and materials for the selected traditional plays, which can be easily utilized for children and teachers.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 및 내용 = 8
• 3. 연구방법 = 9
• Ⅱ. 유아교육경험으로서 놀이이론 = 13
• 1. 놀이이론의 교육사상사적 배경 = 13
• 1) 놀이에 대한 철학적 이론 = 13
• 2) 놀이에 대한 미학적 시각 = 17
• 3) 놀이에 대한 교육학적 접근 = 21
• 2. 유아놀이의 교육적 가치 = 27
• 1) 유아놀이의 개념과 특성 = 27
• 2) 유아놀이의 심리적 가치 = 31
• 3) 유아교육 프로그램으로서의 놀이 = 35
• Ⅲ. 교육적 경험으로서의 전통놀이 가치 = 40
• 1. 전통놀이의 의미와 교육적 특성 = 40
• 2. 전통놀이 경험과 사회·문화적 정서함양 = 44
• 3. 전통놀이 활동의 전인교육적 의미 = 51
• Ⅳ. 유치원 교육과정 목표와 전통놀이의 관계 = 56
• 1. 전통놀이와 건강생활영역의 관계 = 58
• 2. 전통놀이와 사회생활영역의 관계 = 59
• 3. 전통놀이와 표현생활영역의 관계 = 61
• 4. 전통놀이와 언어생활영역의 관계 = 62
• 5. 전통놀이와 탐구생활영역의 관계 = 64
• Ⅴ. 유아생활과 전통놀이의 시행 효과 = 66
• 1. 전통놀이 시행에 의한 유아의 변화 = 66
• 2. 전통놀이 학습에 대한 부모의 인식 = 71
• 3. 전통놀이 시행과정에 대한 교사의 반응 = 75
• Ⅵ. 유치원 전통놀이 프로그램의 발전을 위한 제언 = 79
• 1. 전통놀이에 대한 인식의 변화와 교육기회 확대 = 79
• 2. 발달수준에 적합한 전통놀이 개발과 활용 = 82
• 3. 다양한 교육적 요구를 결합한 놀이지원 체계 구축 = 84
• Ⅶ. 요약 및 결론 = 88
• 1. 요약 = 88
• 2. 논의 및 결론 = 90
• 참고문헌 = 92
• Abstract = 102
• 부록 = 105