비고츠키 이론의 아동 상담적 함의 = Implications of Vygotsky"s Theory for Child Counseling

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to review the Vygotsky theory that has been studied and applied in the field of child education recently. Vygotsky thinks that a goal of education is to develop a child"s ability up to the level that a child is able to achieve potentially as well as actually. In this process he emphasizes a teacher"s role that can help the children and group activities between peers. Also he stresses the importance of scaffolding that one who helps a child inside in ZPD should control helping properly according to a child"s development level. This suggests that in the process of counseling the quality of an interrelationship between a child and a counselor, a counselor"s role and group counseling are effective. Vygotsky thinks that a child development is to develop higher mental function of a child. A child is able to evaluate higher mental function through language use, play and mediators. This suggests that the role of a language and play in child counseling are very important. Vygotsky emphasizes that the various mediators should be used in the children"s activities because they"re not able to use language properly and concentrate easily either. This especially explains the reason why child counseling needs various mediators. Vygotsky"s theory on child counseling suggests that behavior change appearing as a result of counseling should be recognized as a development of higher mental function not an apparent behavior change.
In conclusion Vygotsky"s theory implied on child counseling are as follows; Firstly, Child Counseling is an activity that helps children who cannot solve problems themselves.
Secondly, Child Counseling should be done in a social context.
Thirdly, Child Counseling is to form a social relationship and it comes from a mediator.
Fourthly, Counseling is to help higher mental function developed, that is to help a child realize-self-actualization.

국문 초록 (Abstract)

본 연구의 목적은 최근 유아교육에서 활발하게 연구ㆍ적용되고 있는 비고츠키 이론을 아동 상담측면에서 그 의미를 탐색해보려는 것이다. 이를 통해 첫째, 근접발달지대 내에서 교사의 역할, 또래들과의 활동, 비계설정 등은 아동상담과정에서 상담목표설정과 상담장면에서 상담자의 개업정도를 제시해주는 근거로 사용될 수 있으며 둘째, 고등정신기능의 발달을 위한 언어사용, 놀이활동 등은 아동상담에서 활용되는 언어의 역할과 의미를 더욱 확장시킬 것이며, 집단상담 장면에서 집단구성원을 선정하는 기준을 제시해 줄 수 있을 것이다. 셋째, 언어사용이 제한되거나 쉽게 집중하지 못하는 아동들을 위하여 다양한 매개체의 활용을 강조했는데 이는 아동상담 장면에서 다양한 매개체들이 활용되어야 하는 이유를 분명히 설정해 줄 수 있을 것이다. 지금까지 아동상담은 아동의 심리적ㆍ행동적인 변화에 관심을 두었으며, 상담과정에서 사용되는 여러 기법들도 목표달성 수단으로써의 기능만을 생각하는 소극적인 접근이라면, 비고츠키 이론은 상담을 통하여 내담아동의 고등정신기능을 발달시켜줄 수 있다는 적극적인 의미를 담고 있다.