유아교실에서 발생하는 웃음에 대한 현상학적 연구 = A Phenomenological Study on Children’s Laugh in the Classroom : The case of free play

국문 초록 (Abstract)

유아교실에서 발생하는 웃음은 학습의 장애요소가 아니라 느낌에 대한 몸의 현상이자 지적행위라는 점에서 유아들의 문화를 이해하는 의미를 가지고 있다. 본 연구는 자유놀이시간에 나타나는 유아 웃음의 의미를 웃음이론에 기초하여 현상학점 관점에서 해석하고 그 의미를 도출하고자 하였다. 연구를 위해 A유치원 만 5세반의 자유놀이시간을 관찰한 후 관찰일지, 연구자일지, 교사면담을 작성하였다. 수집된 자료는 질적연구의 주제분석에 따른 법주화과정을 거쳤다. 연구결과 웃음이론에는 우월성이론, 불일치이론, 모순이론, 갈등이론이 있었다. 유아들은 성공한 경험이나 게임에서 승리했을 때에는 우월성이론에, 예기치 않는 결과가 발생했을 때에는 불일치 이론에, 상식을 벗어난 모순적 행위를 했을 때에는 모순이론에, 긴장이 해소되거나 유아들의 은어를 사용할 때에는 안도감이론에 근거한 웃음을 웃고 있었다

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine literature on theories of laugh in a bid to make an interpretation of the meaning of children’s laugh. The subjects in this study were children at a class of western age 5 in kindergarten A. After a nonparticipant observation was conducted during their free play, data were gathered by keeping an observation journal, making a research journal and interviewing their teacher. A thematic analysis, one of qualitative research methods, was implemented to categorize the collected data. As a result, it’s found that there were four different theories of laugh : superiority theory, discrepancy theory, incongruity theory and conflict theory. The superiority theory was applied when they laughed over their own successful experiences or winning a game. The discrepancy theory was applied when they laughed at something unexpected, and the incongruity theory was applied when they laughed at their own eccentric, contradictory action. The relief theory was applied as they laughed in case of relaxing or talking in secret language. They laughed not in any particular circumstances but when they were immersed in something with delight. Their laugh was a sort of physical phenomena that was engendered by their own senses, and unlike adults, the structure of their sentiment was the same as the way they displayed their feelings. Therefore it’s required to pay attention to not only in what situations they laugh in the classroom but also their bodies and inner world to get an accurate grip on the meaning of their laugh as part of classroom culture. In order to overcome the limitations of reason-centered modern education, teachers should not have a prejudice against laughing in the classroom. Instead, they should try not to curb children’s laughing on the ground that it interferes with learning.