만 2세 교육과정의 영아들이 교사에게 시도하는 개별적인 상호작용에 관한 연구 = Infants’ Attempts of Interactions with Their Teacher in Two-Year-Old Curriculum of Childcare Center

국문 초록 (Abstract)

본 연구는 만 2세 반 교육과정 속에서 영아들이 교사에게 시도하는 개별적인 상호작용의 양상을 살펴보고, 그러한 상호작용을 시도하는 영아 개인의 상호작용 특성과 그들이 시도하는 개별적인 상호작용 속에는 어떠한 메시지가 내포되어 있는지에 대해 알아보는 데 그 목적을 두었다.

이에 본 연구에서 설정한 연구문제는 다음과 같다.

1. 만 2세 반 영아가 교사에게 시도하는 개별적인 상호작용은 하루 일과에서 어떠한 범주로 나타나는가?
2. 만 2세 반 영아가 교사에게 시도하는 개별적인 상호작용의 범주는 영아 개인의 특성에 따라 어떻게 나타나는가?
3. 만 2세 반 영아가 교사에게 시도하는 개별적인 상호작용은 어떠한 의미를 갖고 있는가?

이상의 연구문제를 알아가기 위하여 본 연구에서는 완전참여관찰을 통해 추적가능한 모든 요인과 그 관계를 파악함으로써, 연구대상을 총체적으로 이해하는 문화기술적 접근을 시도하였다.
연구의 참여자는 G광역시에 위치한 비전 어린이집의 만 2세 두 학급으로 총 13명의 영아와 소망반 담임이자 동시에 관찰자인 본 연구자, 보조 관찰자인 사랑반 담임이었다. 참여 관찰은 2009년 10월～2010년 1월까지 실시하였고, 현장학습과 대그룹 활동시간을 제외하고 거의 매일의 일과 속에서 진행되었다.
자료 수집은 참여관찰, 심층면담, 문서자료 수집 등의 방법으로 이루어졌다. 그리고 이렇게 수집된 자료들은 현장노트·저널·관찰 기록지·심층면담 기록지·조언 노트의 다섯 가지 형식으로 작성되었으며, 연구의 시작부터 마지막까지 자료에 대한 수집과 분석을 동시에 진행하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate infants’ individual attempts of interactions to their teacher in two-year-old class curriculum of child care center. To achieve this purpose, this study tried to find out the type of interactions that infants attempted to their teacher, and examined which message was contained in infants’ attempts of interactions.

The following research questions were formulated in this study.

1. How can infants’ individual attempts of interactions with their teacher be categorized in two-year-old class?
2. How do infants’ individual attempts of interactions with their teacher in two-year-old class vary according to their personal characteristics?
3. What is the meaning of infants' individual attempts of interactions with their teacher in two-year-old class?

To examine the research questions above, this study used complete participation observation method of ethnographic approach which is the research method that can make the study comprehend on the whole by figuring out the traceable main cause and connection.
The participants in this study were 13 infants and their teachers in 2 two-year-old classes(Hope, Love) of Vision Child Care Center located in G city. The researcher who was a Hope-class teacher was an observer, and the Love-class teacher was an assistant observer. Participant observation was made everyday except the days of field trip and group activity from october 2009 to January 2010.
For the collections of materials, a variety of methods such as participant observation, depth-interview and collection of documents were used. Then the materials were recorded by the following five forms: field note, journal, observation recording paper, depth-interview recording paper, advice note.

목차 (Table of Contents)

• 목 차
• ABSTRACT··········································································ⅳ
• Ⅰ. 서 론 ··········································································1
• A. 연구의 필요성 및 목적 ························································1
• B. 연구 문제 ······································································4
• Ⅱ. 이론적 배경 ······································································5 A. 만 2세 교육과정 ······························································5
• B. 영아-교사 간 상호작용과 영아의 발달 ···································9
• C. 교사-영아 간 상호작용에서 교사의 상호작용 양상 ···················11
• D. 영아 - 교사 간 상호작용의 유형 ··········································13
• E. 선행연구 분석······························································24
• Ⅲ. 연구방법 ···································································25 A. 방법론적 배경 ·································································25
• B. 연구자 특성 ··························································27
• C. 연구 장소와 연구 참여 대상 ················································30 1. 연구 장소 : 비전 어린이집 ···············································31
• 2. 연구 대상 학급 : 소망반과 사랑반 ····································37
• 3. 연구 참여 대상 : 소망반과 사랑반 영아들 ····························39
• D. 연구절차 ··························································40
• 1. 문제 상황 속에 자리 잡기··············································40
• 2. 문제선정 ·································································41
• 3. 자료수집 및 기록 ···························································42
• 4. 자료분석 ·································································44
• Ⅳ. 영아의 개별적인 상호작용 범주 ·······························47
• A. 생각 나누기 : 자신의 생각 표현하기 ······································48
• B. 묻고 답하기 ··························································52
• C. 알리는 말하기 ·························································61
• D. 반응 구하기·······················································88
• E. 행동으로 표현하기 ·············································110
• Ⅴ. 범주에 다른 영아 개인의 특성··············································121
• A. 만 2세반 영아들의 개인별 상호작용 특성 ·······························122
• 1. 훈아··········································································124
• 2. 택연······································································133
• 3. 태이·····································································142
• 4. 수영··········································································149
• 5. 희은 ·········································································156
• 6. 성우··········································································160
• 7. 또리·········································································167
• 8. 재범 ········································································172
• B. 만 2세 반 영아 8명의 개인적 특성을 통해 살펴 본 영아들의 공통적인 상호작용 양상 ································································178
• 1. 상호작용의 중심에 있는 ‘엄마’··········································179
• 2. 현재 상황과 가정에서의 경험 연결하여 말하기 ·······················181
• 3. 갈등 해결을 위해 상황을 알리려는 「일러바치기」···················182
• 4. 말끝을 흐리는 모호한 언어사용 ·········································184
• 5. 끼어들기를 이용한 상호작용 ·············································185
• 6. 자신감이 없는 상황에서 나타나는 평소와 다른 영아들의 모습 ·····189
• Ⅵ. 만 2세 반 영아들이 교사에게 시도하는 개별적인 상호작용의 의미·······································································191
• A. 도움이 필요해요. ··················································191
• B. 나도 함께 칭찬받고 싶어요. ··············································194
• C. 나만 바라봐주세요! ····················································198
• D. 속상한 내 마음을 알아주세요. ······································205
• E. 인정해 주세요!······························································208
• F. 내가 원하는 일과를 알아주세요. ········································211
• G. 선생님과 친해지고 싶어요. ···············································213
• H. 그냥 들어만 주세요. Vs 반응은 보여주세요!····························214
• Ⅶ. 논의 및 결론···························································219
• A. 요약 및 논의 ·············································219
• 1. 만 2세 반 영아들이 교사에게 시도하는 개별적인 상호작용의 범주·219
• 2. 만 2세 반 영아들의 개인적 특성에 따른 개별적 상호작용의 범주·223
• 3. 만 2세반 영아들이 교사에게 시도하는 개별적인 상호작용의 의미·233
• B. 결론·············································································237
• 1. 결론···········································································237
• 2. 연구의 제한점 및 제언 ·············································241
• 참고문헌 ··································································242
• 부록················································································253

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