유아영재를 위한 통합교육의 실현성 진단 = Integrated Curriculum for General and Gifted Young Children : Potential Development Educational Program

국문 초록 (Abstract)

그동안 우리나라는 영재, 그 중에서도 유아영재교육에 대한 중요성을 간과해 왔음으로 정규교육과정 안에서 수많은 유아들이 발달에 적합한 교육을 받지 못해 자신의 영재성을 발견, 발휘하지 못하였다. 또한 우리나라의 유아영재교육이 고급 사교육으로 전락하게 만들었고 이로 인해 유아교육의 목표인 전인발달을 간과하고 지적조기교육이 조장되도록 하였다.
본 논문에서는 지금까지 우리나라 유치원 교육과정에서 배려되지 못한 집단인 영재아들의 문제점을 보완한 ‘가능성 발현 교육과정’을 제시한다. 이 교육과정은 일반아와 영재아의 통합교육으로 모든 유아들이 창의성을 가지고 충분한 교육환경과 잘 조직된 교육방법아래 자신의 영재성을 찾고 발휘할 수 있다는 가능성을 제시하였으며 특히나 일반아와 영재아의 긍정적 상호작용이 그 교육적 효과를 극대화 할 것이라고 기대한다.
유아교육은 모든 유아들의 가능성을 존중 하는 데에서 시작한다. 또한 그 범위 안에서 어떤 유아도 제외될 수 없음이 분명하다. 문헌연구라 한계점이 많지만 이 논문을 토대로‘가능성 발현 교육과정’과 같은 종류의 연구 자료들이 더 많은 연구를 거쳐 활성화되기를 바라며 이를 기반으로 우리나라 유아영재교육의 발전과 유아교육의 질적 향상에 작은 방향이 제시되었으면 한다.

다국어 초록 (Multilingual Abstract)

The present Korean Early Childhood Education has completely ignored the special needs and interests of the gifted young children. Thus, the gifted young children faced many difficulties getting along with other children within the regular national educational program. This, in turn, has led to a misconception towards the 'gifted young child' among the general public and for the teachers and parents alike so that the gifted young child came to be treated as an educational liability. Such misperception of the gifted young child has also led to overpriced private education for the gifted young child and for the education for the gifted itself to be reduced to a special education for the privileged social class. In short, special education for the gifted has been reduced to a form of private tutoring for the upper class.
To change this negative perception, we redefined the meaning of special education for the gifted so that it conforms to the needs of our time and established anew the educational objective, curriculum and concrete educational method that conforms to this new definition. This educational process or the 'potential development educational program' strives for the integrated education of the general and the gifted children and is made to maximize, within the realm of multiple intelligence, the common creative characteristic found within all children. Interaction between the general and gifted children within the 'potential development educational program' will produce the positive effect of helping the gifted children solve problems they encountered within the old educational system and to actively deepen and expand their abilities. It also will help the ordinary children to discover their hidden area of intelligence and offer them an opportunity to display their abilities.
To realize the 'potential development educational program' discussed in this article, the following five steps are suggested. First, the government should provide a redefinition of 'gifted children' so that it conforms to the times, recognize the importance for a nation-wide education for the gifted child, expand the budget for the education for the gifted children and provide adequate information and data to early childhood educational institutions for the realization of the 'potential development educational program.' Second, universities with Early Childhood Educational departments should offer creativity related courses as well as those that promote understanding of gifted children and encourage their students to take these courses. Third, ‘The Korean Society of Creativity and Education for Children’ should take a leading role in offering certificates for each areas of creativity related activities to future early childhood education teachers in order to assist and support their development and to provide a sustained effort to maintain the high quality of the 'potential development educational program'. Fourth, early childhood educational institutions should actively promote regular short-term education and training for teachers of creativity and gifted children at their respective institutions. Fifth, on the job teachers first need a proper understand of the meaning of gifted child education, have an appreciation of its need and importance and be dedicated to discovering and realizing the talents of children in various areas of interest.

목차 (Table of Contents)

• 요 약
• Ⅰ. 서 론
• Ⅱ. 유아영재교육방향의 전환
• Ⅲ. 가능성 계발 교육과정
• Ⅳ. 가능성 발현 교육과정의 적용 및 실제
• Ⅴ. 결 론
• 참고문헌
• Abstract

참고문헌 (Reference)

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