놀이중심교육과정으로 학교현장실습을 마친 예비유아교사들의 ‘놀이지원자’ 역할 실행에 대한 어려움과 요구

임수정,안혜정 한국열린유아교육학회 2023 열린유아교육연구 Vol.28 No.2

This study aims to determine the difficulties and needs of prospective infant teachers in their experience in school field practice operated as a play-oriented curriculum and to provide basic data required by these teachers and teacher training institutions to play the role of play supporters. A focus group interview was conducted with ten pre-school teachers who completed four weeks of school field training, and the data collected through the interview were extracted into three to four subcategories according to the research problem through the analysis process. The analysis revealed dilemmas between conceptual understanding and practice of the play-oriented curriculum, harmony of play and learning, and limitations of play support in the role of play-based teachers in school field practice. In addition, there were demands of teachers who could play various interactions, transformation of play games, and learning in play. This study is meaningful in that it provides the basic data necessary for pre-infant teachers and teacher training institutions to effectively play the role of play supporters by examining the experience of pre-infant teachers in school field practice.

영유아 교사의 전문성, 교수창의성, 놀이신념이 놀이교수효능감에 미치는 영향에 있어 교사-영유아 상호작용과 교실환경의 다중매개효과

이미선,황혜정,Lee, Misun,Hwang, Hye Jung 대한가정학회 2022 Human Ecology Research(HER) Vol.60 No.1

This study examined the relationships between teacher variables that improve the efficacy of the play teaching of infants and toddlers following a play-oriented curriculum. The participants were 287 infant teachers. The results were as follows. First, the independent variables had a significant effect on the efficacy of play teaching, teacher-infant interaction, and classroom environment. Second, the mediating effects of teacher-infant interaction and classroom environment on the effect of independent variables on the efficacy of play teaching were as follows. The interaction mediating effect between professionalism and play belief was significant, but teaching creativity was found to be significant. In the mediating effect of the classroom environment, expertise, play belief, and teaching creativity were found to be significant. Third, both teacher-infant interaction and the multimedia effect of the classroom environment were statistically significant in mediating the effect of independent variables on the efficacy of play teaching. These results provide basic data on the necessity for teacher education to explore ways to improve teachers' sense of efficacy in teaching play and their teaching skills.

유치원 만 5세 산들반 놀이 중심 교육 활성화를 위한 실행연구

김희영,엄정애 한국유아교육학회 2020 유아교육연구 Vol.40 No.3

The purpose of this research is to seek and implement management methods to activate play-based education in Sandeul classroom of Garam kindergarten, and to examine the responses of children and the changes of teacher in the implementation process. The research participants were 25 children and 1 teacher in a 5-year-old class. According to Kemmis and McTaggart (1998) model, this research processed three stages of action. The results are as follows. First, in order to activate the play-based education in Sandeul classroom, three management methods were sought and implemented. In the first action, play-based education was conducted based on educational play planned by the teacher. In the second action, play-based education was implemented on the basis of the emerging play expressed by the children. In the third action, play-based education integrating the educational play planned by the teacher and the emerging play by the children was implemented. Second, responses of children to the activation of play-based education in Sandeul classroom were enhanced enjoyment toward play, increased participation in play-based education planning and management, the creation of a variety of new plays, and increased interest in exploration of learning concepts in play. The changes of teacher were renewed recognition of the importance of play-based education, increased expertise in play-based education management, and enhanced reciprocal cooperation with researchers. This research is significant, for suggesting the possibility of activating play-based education implemented in the actual education field corresponding to the National Early Childhood Curriculum. 본 연구의 목적은 가람유치원의 산들반에서 놀이 중심 교육을 활성화하기 위한 운영 방안을 모색하여 이를 실행하고, 실행과정에서 유아 반응과 교사의 변화를 살펴보는 것이다. 연구 참여자는 만 5세 학급 유아 25명과 교사 1명이다. Kemmis와 McTaggart(1998)의 실행연구 모형을 바탕으로 3차에 걸친 실행과정을 거쳤다. 본 연구의 결과는 다음과 같다. 첫째, 산들반 놀이 중심 교육을 활성화하기 위해 세 가지 운영 방안을 모색하고 실행하였다. 1차 실행에서는 교사가 계획한 교육적 놀이를 기초로 한 놀이 중심 교육, 2차 실행은 유아에 의해 발현된 놀이를 기초로 한 놀이 중심 교육, 3차 실행에서는 교사가 계획한 교육적 놀이와 유아에 의해 발현된 놀이를 통합한 놀이 중심 교육을 실시하였다. 둘째, 산들반 놀이 중심 교육 활성화에 따른 유아의 반응은 놀이에 대해 느끼는 즐거움 향상, 놀이 중심 교육 계획과 운영에 대한 참여 증가, 다양하고 새로운 놀이의 창안, 놀이 속에서 학습개념 탐구에 대한 관심 증대로 나타났다. 교사의 변화는 놀이 중심의 교육에 대한 중요성 재인식, 놀이 중심 교육 운영에 대한 전문성 향상, 연구자와의 상호호혜적인 협력 관계 증진이었다. 본 연구는 국가수준 유아교육과정을 토대로 실제 교육현장에서 이루어지는 놀이 중심 교육의 활성화 가능성을 제시하였다는 점에서 의의가 있다.

유아교사 양성과정의 ‘놀이지도’ 교재 분석: 2019년 이후 출판 교재를 중심으로

이주혜,김낙흥 한국어린이미디어학회 2023 어린이미디어연구 Vol.22 No.3

The purpose of this study is to collect basic data for improving the professionalism of pre-service early childhood teachers’ play support by analyzing the textbooks to which the contents of the 2019 revised Nuri curriculum were applied among the ‘play guidance’ textbooks of the early childhood teacher education program. A classification system analysis was conducted on 16 textbooks published from 2019 to 2021, and the contents of each textbook were classified and the composition ratio of each content was investigated. Each textbook described play support and the role of teachers based on the early childhood and play-centered keynote of the 2019 revised Nuri curriculum, and each textbook described play cases in various systems and formats. In addition, the proportion of content related to free play was relatively low compared to textbooks before the curriculum revision. The content composition ratio by theme was in the order of “practice of play support,” “play support and teacher role,” “play development,” “understanding play,” and “play and education.” Based on this, the direction of writing ‘play guidance’ textbooks was discussed.

플로우 4경로모형의 마음상태와 플레이(play)

손준상(Sohn Jun-Sang) 한국마케팅과학회 2007 마케팅과학연구 Vol.17 No.2

  본 연구에서는 플로우 4경로모형에서 마음상태와 플레이(play)가 하는 역할과 그 결과를 분석하고자 하였다. 이를 위해서 선행요인인 도전감 및 숙련도의 조합에 따른 마음상태를 측정하고, 플레이를 플로우 4경로모형에 투입하여 플로우이론에서 가설적으로 제시하고 있는 마음상태와 플레이의 영향관계를 분석하였다. 또한 플로우와 플레이의 웹충성도에 대한 영향도 분석하였다.<BR>  가설검정 결과에서는 첫째, 도전감과 숙련도의 조합에 따라 플로우, 두려움, 지루함, 무관심의 마음상태가 형성되는 것이 확인되었다. 그러나 두려움의 수준은 도전감과 숙련도가 모두 가장 낮은 무관심집단에서 가장 높게 나타났다. 이런 결과는 플로우이론의 설명과 일치하지 않는데, 무관심집단은 두려움으로 인해 온라인 쇼핑을 회피하는 것으로 해석할 수 있다. 둘째, 도전감과 숙련도에 따라 구분된 집단 간에 플레이 수준에서 유의적인 차이가 있는 것으로 나타났다. 셋째, 플레이는 플로우에 대해서는 정(+)의 영향을 미쳤고, 지루함에 대해서는 부(-)의 영향을 미쳤다. 그러나 두려움과 무관심에 대해서는 부(-)의 영향효과가 유의적이지 않았다. 넷째, 플레이와 플로우는 웹충성도에 유의적인 정(+)의 영향을 미치는 것으로 나타났고, 부정적 마음상태인 두려움, 지루함, 무관심은 웹충성도에 부(-)의 영향을 미쳤다. 플레이의 웹충성도에 대한 영향은 부정적 마음상태에서 강화되는 것으로 나타났다.<BR>  본 연구에서는 플로우 4경로모형에서의 마음상태를 확인하기 위해 이를 측정할 수 있는 척도를 개발하여 사용하였다. 마음상태별로 수립한 4개의 구조방정식 모형을 통해 플로우 뿐만 아니라 두려움, 지루함, 무관심의 부정적 마음상태에서 발생하는 영향관계를 종합적으로 입증하였다. 이런 결과는 부정적 마음상태의 영향을 확인하였다는 점에서 이론발전에 기여하였다고 본다. 또한, 플로우모형에서 플레이의 역할을 규명하였다는 점에서도 의미가 있다. 본 연구는 실무적으로도 인터넷 소비자들의 마음상태에 따른 시장세분화와 플레이를 활용한 마케팅전략수립에 시사점을 제공한다.   The flow theory becomes one of the most important frameworks in the internet research arena. Hoffman and Novak proposed a hierarchical flow model showing the antecedents and outcomes of flow and the relationship among these variables in the hyper-media computer circumstances (Hoffman and Novak 1996). This model was further tested after their initial research (Novak, Hoffman, and Yung 2000).<BR>  At their paper, Hoffman and Novak explained that the balance of challenge and skill leads to flow which means the positive optimal state of mind (Hoffman and Novak 1996). An imbalance between challenge and skill, leads to negative states of mind like anxiety, boredom, apathy (Csikszentmihalyi and Csikszentmihalyi 1988). Almost all research on the flow 4-channel model have been focusingon flow, the positive state of mind (Ellis, Voelkl, and Morris 1994 Mathwick and Rigdon 2004). However, it also needs to examine the formation of the negative states of minds and their outcomes.<BR>  Flow researchers explain play or playfulness as antecedents or the early state of flow. However, play has been regarded as a distinct concept from flow in the flow literatures (Hoffman and Novak 1996; Novak, Hoffman, and Yung 2000). Mathwick and Rigdon discovered the influences of challenge and skill on play; they also observed the influence of play on web-loyalty and brand loyalty (Mathwick and Rigdon 2004). Unfortunately, they did not go so far as to test the influences of play on state of mind.<BR>  This study focuses on the relationships between state of mind in the flow 4-channel model and play. Early research has attempted to hypothetically explain state of mind in flow theory, but has not been tested except flow until now. Also the importance of play has been emphasized in the flow theory, but has not been tested in the flow 4-channel model context.<BR>  This researcher attempts to analyze the relationships among state of mind, skill of play, challenge, state of mind and web loyalty. For this objective, I developed a measure for state of mind and defined the concept of play as a trait. Then, the influences of challenge and skill on the state of mind and play under on-line shopping conditions were tested. Also the influences of play on state of mind were tested and those of flow and play on web loyalty were highlighted.<BR>  294 undergraduate students participated in this research survey. They were asked to respond about their perceptions of challenge, skill, state of mind, play, and web-loyalty to on-line shopping mall. Respondents were restricted to students who bought products on-line in a month. In case of buying products at two or more on-line shopping malls, they asked to respond about the shopping mall where they bought the most important one.<BR>  Construct validity, discriminant validity, and convergent validity were used to check the measurement validations. Also, Cronbach"s alpha was used to check scale reliability. A series of exploratory factor analyses was conducted. This researcher conducted confirmatory factor analyses to assess the validity of measurements. All items loaded significantly on their respective constructs. Also, all reliabilities were greater than .70. Chi-square difference tests and goodness of fit tests supported discriminant and convergent validity.<BR>  The results of clustering and ANOVA showed that high challenge and high skill leaded to flow, low challenge and high skill leaded to boredom, and low challenge and low skill leaded to apathy. But, it was different from my expectation that high challenge and low skill didnot lead to anxiety but leaded to apathy. The results also showed that high challenge and high skill, and high challenge and low skill leaded to the highest play. Low challenge leaded to low play.<BR>  4 Structural Equation Models were built by flow, anxiety, boredom, apathy for analyzing not only th

교육놀이욕망과 놀이중심 유아과정에 관한 소고: 뒬레즈와 가타리의 욕망이론적 접근에서

오경희,임부연 한국수산해양교육학회 2019 水産海洋敎育硏究 Vol.31 No.6

In this study, through the approach of the theory of desire of Deleuze & Guattari, the true play-oriented early childhood education course was enhanced. To this end, we explored the theoretical topography and nature of desire and playfulness. And it was developed in a way that emphasized the importance of understanding the convergent characteristics of play free educational play and the importance of 'becoming' in play-centered early childhood education courses. Specifically, this is described as follows. First, in the approach of desire theory, it made an issue of the desire to generate desire and emphasized Deleuze and Guattari’s nomad flow and ‘Corps sans Organes’(CsO). And in the approach of the play desire, play was regarded as meaningful and valuable in itself and emphasized the autonomy and productivity of the spirit of play and the play desire. Next, I emphasized that to foster the convergent capacity of free educational play and to become a true play-oriented infant education program, it must be an expressive '-becoming' in each position. It also suggested the need for support in terms of policy, economic and environmental aspects to support teachers' change of perception and on-site practice.

The Meaning of Play and Implications for Social Studies Education

Youjung Jun(Youjung Jun) 한국아세아태평양교육문화융복합학회 2023 Asia Pacific Journal of Teaching and Learning Vol.3 No.2

Purpose : This study began with a sense of problem that education on play needs to be conducted in social studies education in order to take advantage of the recent increase in leisure time due to the decrease in working hours. Existing studies related to social studies education often used play only as a teaching method, but this study attempted to explore the meaning and properties of play, derive the significance of social studies education, and then suggest the direction of application. Method : The properties of play were summarized based on literature research with Huizinga and Caillois, and this was reviewed focusing on the introduction of digital devices that had a great influence on play in modern society. Results : In modern society, technologies have been developed to enable greater immersion in play, and these technologies are advancing in a way that life in the real world and play in virtual space are not separated but integrated. Spontaneity is maintained in the sense of choosing one's own play, but the restrictive nature of activities separated from the real world is weakened. In addition, there are cases where additional productive characteristics are given, and the rules can be actively changed by participants in the play. Considering this, spontaneity among the attributes of play in modern society remains the same, but other attributes diversify depending on play. One of the common characteristics of play in modern society is that play is more connected to life than in the past. Conclusion : To this end, a total of two directions were proposed on how play can be applied in social studies education. First, it should reflect the appearance of humans playing in social studies goals. Existing educational goals were biased toward the perspective of Homo Sapiens or the perspective of Homo Faber. Therefore, it is necessary to consider the perspective of Homo Ludens as an educational goal. Second, when constructing classes in social studies education, it can be configured to have the characteristics of play itself.

만 5세 학급 놀이기록 개선을 위한 실행연구

곽윤의,김순환 한국육아지원학회 2023 육아지원연구 Vol.18 No.1

This study aimed at finding out and implementing appropriate ways to solve problems of play documentation in a 5-year-old Nanum Class and examining the changes of young children and the teacher. To this end, ways to improve play documentation were implemented to 20 five-year-olds in a public kindergarten located in M city, Jeollanam-Do, and the results were analyzed. The findings of the study are as follows. First, the children became active agents and the documentation served as the cyclical record that supported the continuity of play as they participated in planning and implementing better ways to document play and share them among the children and the teacher in order to improve play documentation in the 5-year-old class. Second, in terms of the changes of the children and the teacher after improvement of play documentation, the children formed positive relationships with peers, increased their expressive and communicative skills, and became active agents of play who were able to exchange their opinions on play. In addition, the teacher as a researcher was able to have profound understanding on children and play and to increase intimacy with children as well as implementing curriculum that reflected children’s interests and needs. The results of the study are meaningful in that ways to document children’s play were attempted and ways to improve play documentation were suggested which imply the need for finding out various ways to document children’s play. 본 연구는 만 5세 학급 나눔반 놀이기록의 문제점을 개선하기 위한 방안을 모색하고 실행하여 이에따른 유아와 교사의 변화를 알아보는 것을 목적으로 하였다. 이를 위하여 전라남도 M시에 소재한 단설유치원 만 5세 유아 20명을 대상으로 놀이기록 개선방안을 실시한 후, 그에 따른 결과를 분석하였다. 연구 결과, 첫째, 만 5세 학급의 놀이기록 개선을 위하여 유아와 교사가 함께 놀이를 기록하고 공유하는 방안을 계획하고 실행함으로써 유아가 놀이기록의 주체가 되고 놀이의 연속성을 지원하는 순환적기록이 될 수 있었다. 둘째, 놀이기록 개선방안에 따른 유아와 교사의 변화를 알아보면 유아는 또래 간긍정적인 관계가 형성되고 표현 능력과 소통능력이 증대되었으며 놀이에 대한 의견을 주고받으며 진정한 놀이 주체자로의 역할을 하였다. 더불어 연구자인 교사는 유아와 놀이에 대한 이해가 깊어졌으며유아와 친밀감이 증대되었고 유아의 흥미, 요구를 반영하여 함께 만들어가는 교육과정을 운영할 수 있었다. 이러한 결과는 유아와 함께 놀이를 기록하는 다양한 방안을 시도해보고 놀이기록의 개선방안을제시였다는 점에서 의의가 있으며 다양한 놀이기록 운영방안 모색의 필요성을 시사한다.

하나님 앞에서 머뭇거리며 놀기: 놀이의 목회신학

정연득(Jeong Youn Deuk) 한신대학교 신학사상연구소 2015 신학사상 Vol.0 No.168

이 논문은 놀이 과잉의 시대에 접어든 현대 한국 사회에서 사람들은 과연 제대로 놀이하고 있는가라는 문제의식으로부터 출발했다. 장소와 시간과 활동에 집중하는 오늘의 놀이문화는 경제적 가치관에 의해 지배를 받으며, 사람들로 하여금 더 많은 성과를 내기 위해서는 잘 쉬어야 한다는 압박을 가하고 있다. 놀이 역시 성과의 한 부분이기 때문에 잘 놀아야 하는 것이다. 이러한 현실에 대한 목회신학적 답변으로 필자는 "하나님 앞에서 머뭇거리며 놀기"를 제안하고 있다. 이 제안을 발전시키기 위해 우선, 재독 철학자 한병철의 저작들을 통해 현대 한국 사회의 놀이의 위기를 시간의 위기의 관점, 즉 "시간의 향기의 상실"이라는 관점에서 성찰해보았다. 한병철의 사회철학적 성찰을 기초로 해서 영국의 정신분석가 도널드 위니캇을 통해 "놀 수 있는 자아의 능력"이라는 관점에서 현대 한국 사회의 놀이문화를 분석해보았다. 이어지는 공간에서는 위르겐 몰트만의 저작 『놀이의 신학』을 통해 현대인의 놀이문화를 성찰하였다. 목회신학자로서 필자는 몰트만의 놀이의 신학을 놀이의 해방이라고 하는 차원에서 이해한다. 한병철과 위니캇과 몰트만 사이의 대화를 통하여 논문의 결론에서 "하나님 앞에서 머뭇거리며 놀기"라는 실천적 제안을 시도했다. 이 놀이는 시간과 공간과 활동에 의해 결정되는 강박적 놀이가 아닌, 놀이를 제약하던 모든 요소로부터 해방된 자유의 놀이이다. This paper pursues a pastoral theological understanding of play in the context of surplus leisures and plays. Thanks to the development of the leisure industry, contemporary Koreans can enjoy various kinds of leisures. There are three main foci in the leisure culture of contemporary Koreans: place, time, and action. In preparing their leisure time, they are prone to fucus on "where to go", "how long to play", and "what to do or what to eat." By focusing on these three aspects, their leisures and plays become limited by their economic capacity. In order to play well, they have to work hard to earn enough money to enjoy their leisure time. So, the purpose of play is not for itself but for preparing themselves for better achievement in their work by refreshing their body and mind through the play. Play belongs to work. "Playing hesitantly before God" is suggested as a response to the context of the current leisure culture. To develop this suggestion, three scholars in various disciplines are invited to the dialogue. First, by drawing on Korean German philosopher Byung Chul Han, the crisis of play in the current Korean society is analysed from the perspective of the crisis of time. For Han, the crisis of time is the result of the loss of fragrance of time. Second, psychoanalyst Donald Winnicott's works provide an understanding of the ego's ability to play. Relying on Winnicott, we can raise a question that whether contemporary Koreans in the midst of surplus of leisures and plays have the ability to enjoy their leisure time or not. If not, Winnicott can provide an understanding of the cause of the lack of the ability to play and the way to recover the ability. Third, Jürgen Moltmanns' Theology of Play is dealt with from the perspective of the liberation of play. Moltmann claims that play should be liberated from the burden of achievement centered society. Through the creative and correlational dialogue among Han, Winnicott, and Moltmann, a pastoral theological vis

유아특수교사의 놀이 지도 역량 강화를 위한 교사 교육 프로그램 개발 및 적용

강성리 한국유아특수교육학회 2020 유아특수교육연구 Vol.20 No.1

The purpose of this study is to develop a teacher training program aimed at promoting ECSE teachers’ competence to play instruction and examine its effects on the teachers’ knowledge, efficacy in play instruction. The teacher training program was developed according to ADDIE model and following the process of reviewing of research, the survey of teachers’ needs, and designing the program. In order to examine the effects of this program, a total of 10 sessions using the teacher training program was conducted with 10 early childhood special education teachers. The researcher collected and analyzed data on the teachers’ knowledge and efficacy before and after the program execution. The results of the study are as follows. (1) The goals of the teacher training program are ‘Recognizing the importance of play instruction and acquiring knowledge about the play value of children with disabilities’, ‘Learning play intervention and strategies’ and ‘Promoting beliefs and efficacy in play instruction’. The details of the teacher training program consist of ‘Understanding the meaning of play’, ‘Play development theory’, ‘Play characteristics of children with disabilities’, ‘Strategies for play intervention’, ‘Observation and evaluation of play’, ‘Support for peer play’, ‘Modify the physical environment and play material’, and ‘Cooperation with assistants and parents of children with disabilities’. (2) The teacher training program improved the knowledge and efficacy of play instruction of ECSE teachers. In the future, the result of this study will be able to be utilized as resources for the various teacher training programs. 본 연구의 목적은 유아특수교사의 놀이 지도 역량을 강화하기 위한 교사 교육 프로그램을 개발하고, 이를 적용하여 그 효과를 알아보고자 함이다. 이를 위하여 교수 체제 개발 모형인 ADDIE 모형을 활용하여 문헌분석, 요구도 조사, 프로그램 설계의 과정을 통해 교사 교육 프로그램을 개발하였다. 교사 교육 프로그램의 적용은 10명의 유아특수교사를 대상으로 하였으며, 총 10회기에 걸쳐서 교사 교육을 실시하였고, 개념도 분석을 통한 놀이 지도에 대한 지식과 놀이교수 효능감의 변화를 측정하였다. 본 연구의 결과는 다음과 같다. 첫째, 유아특수교사의 놀이 지도 역량강화를 위한 교사 교육 프로그램은 놀이 지도의 중요성 인식 및 장애 유아 놀이 가치에 대한 지식획득, 놀이개입 및 전략의 습득, 놀이 지도에 대한 신념 및 효능감 증진을 목표로 하였으며, 교사 교육 프로그램의 세부내용은 놀이의 의미 이해, 놀이와 놀이발달이론, 장애 유아의 놀이특성, 놀이 개입전략, 놀이관찰 및 평가, 또래놀이지원, 물리적 환경 및 교재교구 수정, 보조인력 협력 및 가정연계전략의 내용으로 구성하였다. 둘째, 교사 교육 프로그램 적용 결과, 놀이 지도에 대한 지식은 상위개념의 수, 종속개념의 수, 밀도, 위계수준의 모든 측면에서 증가하였으며, 프로그램 전후의 놀이교수 효능감 역시 통계적으로 유의미한 차이를 나타냈다(t=-5.15, p<.01). 본 연구는 유아특수교사들을 위한 교사 교육 프로그램을 개발하고 적용한 실천적인 연구라는 측면에 의의가 있으며, 향후 놀이 지도와 관련한 다양한 교사 교육 프로그램 실행을 위한 자료로 활용할 수 있을 것이다.