어린이 놀이 공간에 대한 듀이의 경험론적 특성 연구 = A Study on Dewey`s Empiricism Theory Characteristics on Children`s Play Space

다국어 초록 (Multilingual Abstract)

(Background and Purpose) Children’s education has reached a turning point because of industrialization, emphasizing creativity instead of cramming curriculum with information for the unilateral acquisition of knowledge. Thus, the shift in the existing paradigm of education is evident. The educational environment has changed from focusing on simple skills to stressing creative content; therefore, it has become necessary to develop creative teaching methods and explore ways to utilize them. This study establishes the relationship between the interaction of empirical characteristics of children’s play spaces and the development of children’s creativity with John Dewey’s empiricism as the theoretical basis. This theory emphasizes that an experience in the true sense of the word grasps children’s developmental characteristics and directly influences their growth. The results obtained through this study are expected to be presented as a new theory aligned with a spatial study on the development of children’s creativity; by extension, it will be helpful in exploring applications to spatial designs. (Method) First, a literature study was conducted regarding cognitive development of children, and the concept related to play space was examined theoretically. Based on the theoretical study, a spatial case study was conducted on children’s play space in which the characteristics of the space theory were presented through analytical key words from past research analyses and John Dewey’s empiricism theory. The internal and external play spaces of kindergartens abroad, which were established since the 2000s, were examined as educational spaces for infants and young children, with the primary focus on play space. (Results) It was found that the interactive characteristics generally mentioned in Dewey’s theory are essential for development of children’s creativity in a play space, and experiences in such spaces (also described in numerous cases) and through diverse interactions can be the basis for the growth of imagination and creativity. (Conclusions) The fact that empirical characteristics are represented in children’s play spaces proves that they are not places for learning but for freedom of interaction; thus, creativity can be developed through physical and playful experiences. Based on findings of this study, children’s play spaces are suitable for strategic applications of the empiricism theory, and social welfare research that verifies the need for growing children to have desirable play space is necessary. When the space is designed in which a true experience described by Dewey can be realized, it will be considered a space where children can have true play experiences. Building such spaces is expected to promote the development of children’s creativity and diverse cognitive abilities.

참고문헌 (Reference)

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10 장문정, "감각 체험을 위한 어린이 전시 공간 디자인 연구 : H사 체험 전시관 리노베이션을 중심으로" 이화여자대학교 대학원 2012