영아 학급에서의 일상적(daily) 우정의 형성 과정: 함께 하기(being together)와 공동체 문화 = The Process of formation of daily friendship in toddler's classroom: Being together and Community culture

다국어 초록 (Multilingual Abstract)

This study explored the process of friendship formation in young toddler's classroom by ethnography. The interactions of 9 two-year-old children and two teacher were video-recorded every day from September 2003 to February 2004.
Data were analyzed into emergent theme based on proximity, cooperation, interaction skill analyzed by Howes(1980). All toddlers observed had one or two friendships in the study. Their friendship was stable and their interaction was rich and complicated. They continued to seek for and tried to form a new friendship with other toddler in the class. They showed concerns and affection to other toddlers' distress. They also formed new relationships by overcoming separation and rejection from some peers with helps givens by other peers. In addition, different relationships were formed, depending on presence of teachers in classroom. Generally, they spontaneously formed a sense of community by ‘being together’ with peers in various social situations.

국문 초록 (Abstract)

본 연구에서는 영아들의 우정 형성 과정을 규명하기 위한 문화기술 연구를 분석하였다. 미국의 버몬트 주립대학의 어린이집에서 종일 보육을 받고 있던 2세 영아 반을 7개월 동안 관찰하였다. 관찰 방법으로는 교사와 영아들의 상호작용을 비디오로 미시적(micro) 기록을 하였고, 분석에서는 시각적 문화 기술 연구의 분석 방법으로서 실증주의적 관점과 해석적 관점을 혼용 하였다. 결과 해석에서, 영아들은 한, 두 명 친밀한 우정을 형성하고 있는 친구가 있었으며 그 관계는 지속적이었다. 그 뿐만 아니라 다른 영아들과의 관계 맺기를 끊임없이 시도하고 추구하였으며 다양한 사회적 상황에서 “함께하기(being together)”의 공동체 문화를 생성하였다. 영아들은 다양한 또래들과의 상호작용을 통해 분리하기, 거부당하기를 극복하였으며 그 과정에서 새로운 관계를 형성해 나갔다. 또한, 교사들이 있을 때와 없을 때의 사회적 관계 맺기가 다르게 일어났다. 일반적으로, 영아들은 또래들과의 자발적 우정 형성을 끊임없이 구축하였다.

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