놀이와 유아교육 : 그 조화의 방향에 대한 탐색 = Exploring the direction in linking play with early childhood education

국문 초록 (Abstract)

본 연구에서는 놀이와 유아교육이 조화를 이룰 수 있는 방향을 탐색해 보고자 하였다. 연구자는 놀이가 유아에게 다양한 학습기회를 제공하고, 학습의 효과적인 수단임을 지적함으로써 놀이를 유아교육의 매체로 적극 활용해야 할 필요성을 제시하였으며, 놀이와 유아교육 과정과의 연관성을 교육과정으로부터 형성된 놀이와 놀이로부터 형성된 교육과정으로 나누어 고찰하였다. 더불어 놀이 중심 교육을 전개해 나가는데 있어 장애가 되는 요인으로 높은 교사 대 유아의 비율로 인한 시간과 에너지의 부족 및 협소한 놀이 공간, 기본적인 기술을 가르쳐야 한다는 학교 교육과정이 주는 압력 놀이에 있어서의 성인 참여에 대한 부정적 시각 등을 지적하였다.

다국어 초록 (Multilingual Abstract)

This study began with a discussion of the relation between play and education. Play is enjoyable and intrinsically motivating and is thereby able to fuel children's enthusiastic involvement in play linked learning activity. The nonliteral nature of play opens the door for children to find ways to make academic activities significant, and the means-over-ends orientation allows freedom from the threat and anxiety associated with evaluated performance. And also, play is associated with a wide range of learning processes and outcomes and this makes play ideally suited for meeting DAP guidelines for teaching and learning in early childhood education. Play provides multiple ways for children to learn, and play is a flexible mode that allows for individual differences and respect for cultural diversity.
Play is related to the curriculum in two ways : curriculum-generated play, play-generated curriculum. Curriculum-generated play can serve two important functions depending on when it occurs in relationship to instruction : (1) Initial learning, (2) practice and consolidation. Play-generated curriculum is that ideas for teaching and learning flow out of children's play.
A gap often exists between what teachers say about the value of play and their actual behaviors in the classroom. Part of the difficulty is lack of time, energy and space given low teacher-child ratios and curriculum pressures to teach basic skills, as well as the teacher's own beliefs that adults should not intervene in play. In order to counteract these impediments, teachers need to be open advocates for play, educating parents and administrators about the academic value and uses of play.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 놀이와 교육의 관계
• Ⅲ. 놀이와 유아교육과정
• Ⅳ. 놀이 중심 교육의 장애요인
• Ⅴ. 결론
• 참고문헌
• Abstract