유아-교사의 관계중심 교육에 대한 이해 = Understanding Early Childhood Education Based on a Child-Teacher Relationship

다국어 초록 (Multilingual Abstract)

With a phenomenological perspective, this study explores how a child-teacher relationship has been established in educational circumstances. For this study, five-year-old children in 'G' day care center are observed, and teachers are informally interviewed. Findings indicate that when the child-teacher relationship with enough emotional responses constructs an intimacy, the close relationships are brought out, such as positive verbal interactions, praising, encouraging, recognizing, creating a liberal atmosphere, eye-contacting, smiling, hugging, and helping. On the other hand, teachers show authorities, punishments, and coercive powers when children need to be controlled, and when they are in conflicts with friends.
Consequently, this study suggests a child-teacher relationship should be based on personal interactions with cares. Also, it is proved that teachers' motivation and practice with reflective thinking to construct a practical knowledge are important.

목차 (Table of Contents)

• I. 서론
• II. 관련문헌의 고찰
• 1. 구조적 관점에서 본 유아-교사 관계
• 2. 현상학적 관점에서 본 유아-교사 관계
• III. 연구방법
• 1. 연구 대상
• 2. 연구 절차
• IV. 연구결과
• 1. 유아-교사 관계형성에 문제가 되는 상황들
• 2. 유아-교사의 바람직한 관계론
• V. 결론 및 제언
• 1. 결론
• 2. 교육적 시사점