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유치원 숲 활동이 유아들의 정서 및 사회적 경험에 주는 교육적 함의에 대한 해석학적 이해 원문보기

  • 저자

    안필자

  • 학위수여기관

    경상대학교 대학원

  • 학위구분

    국내박사

  • 학과

    교육학과 교육사회

  • 지도교수

  • 발행년도

    2014

  • 총페이지

    p.182

  • 키워드

    유아의 정서 및 사회적 경험 해석학적 이해;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534332&outLink=K  

  • 초록

    This study explored, by hermeneutic inquiring method, some educational implications of young children's natural kindergarten forests activities to be contributed to their emotional and social experience. To achieve the purpose above, the following objectives were posited: a) by observing and describing young children's kindergarten forest activities, the researcher would understand how the forest activities by the kindergarten are carried out; b) by interpreting young children's experience in the process of some kindergarten forest activities and understanding multi-faceted and deeper meaning of the experience, the researcher would delve into some educational implications of their emotional and social experience in the activities. - ⅲ - The research was performed by the hermeneutic inquiring method based on direct participatory observation, the concrete descriptions, and deep understanding of young children's experience by the researcher from March, 2012 to June, 2014. The children and teachers participating in this research were attending or working at a kindergarten located in Changwon, Gyeongnam. In the pursuit of unbiased research with easy accessibility, the children and teachers were not restricted within strict conditions such as age limits or gender discrimination. The researcher tried to understand the meaning of young children's experience in the forest activities by using the 79 texts extracted from information classified and organized based on observing forest activities, describing research journals, and interviewing with participants. Consequently the researcher scrutinized some educational implications of young children's emotional and social experience. The results were as followed: Firstly, the forest full of non-uniformed natural objects was the best educational environment for children playing games such as Imagination, Idea Association and Role Playing. While playing with the natural objects in the forest, they freely expressed their emotions and sociality, and communicated with the world of the forest. They developed their broad, deep, and rich minds within the forest where they enjoyed themselves, and at the same time, learned the order of society from the relationships with one another. Secondly, young children developed their sensory-motor skills by strengthening their main muscles by repeatedly ascending and descending the forest and delicate fine muscles by continuously working with objects in the forest. The growth of any human being starts from the physical development with delicate sensory-motor skills. The Physical development especially accompanied by strengthening of muscles and, as the consequency, growth of sensory-motor skills leads to self-control of their bodies, in other words, the will-power to control their body for themselves. Not until the inner will-power is maintained are they ultimately - ⅳ - able to become the owner of themselves. Therefore, this physical development is the starting point of the development of personal emotion and social ethics. Thirdly, young children played in the forest with the five sensory organs. Young children's bodily lived experience from the non-uniformed, various natural objects allowed them to maintain in their life what the real nature is and the feeling toward the nature is as such. This experience is of the most important opportunities for imbuing a mind with positive and optimistic idea, particularly for the young children in the critical period of physical and mental development. Fourthly, young children experienced thoughtful consideration for the living things, plants and animals through the forest activities. Thinking in animism, young children communicated with plants and animals in the unidirectional way coming from within their imagination, introducing their own meaning, feelings, and emotion. Through this process, they gradually understood that living things, which they first regarded as unimportant, are companions to co-exist together. Fifthly, young children became thoughtful of their friends. In unpredictable situations, they showed different patterns of behavior with one another in the forest than in a classroom filled with limited and familiar educational materials. Sharing problem-solving and experience with one another, young children's attitude starts to resemble the attitude of Mother Nature, which gives out anything they want and remains silent. Sixthly, the forest activities became one of the most meaningful teaching methods to implement the standardized educational curriculum, Nuri. For instances, young children learned rules by playing Rock Paper Scissors which becomes the foundation of the order of society and most nascent areas of math by counting acacia leaves one by one, and fundamental areas of science by observing grasshoppers in the forest. As shown above, the forest activities covered the full range of Nuri curriculum. As mentioned above, the researcher tried to delve into some educational implications of young children's emotional and social experience by her - ⅴ - understanding of their kindergarten forest activities. This research offered the researcher an opportunity to further expand her horizon in her effective historical consciousness. On the other hand, young children, from the various experiences interacting with nature, most natural and desirable, were given a foundation to bring about development of emotion and social ethics. In reflection, however, the researcher, during the process of research, used to consider that young children should be given more meaningful and happier forest activity curriculum by adapting richer and more various programs. Even though the researcher tried to understand the meaning of young children's emotional and social experience based on the researcher's focus of concern, it would have been better to adapt the idea that the young children should be at the central focus of the research by accommodating more delicate and various programs reflecting their unique way of thinking. The researcher hopes that the young children will have desirable opportunity to go through far deeper emotional and social experience in a natural environment, which can be possible by educator's study and development of more meaningful and beneficial activity curriculums. In conclusion, the researcher wanted the young children to have endlessly broad and deep minds allowing them to sympathize with people with rich emotion and attune themselves to see the world together, because the researcher believes human beings' emotion and sociality start from sympathizing with people. The young children playing and creating their own rich environment in the forest developed the power of imagination and creativity, leading to self-confidence, which also consequently gives rise to the development of secure emotion and sociality to sympathize with people. In this aspect, the researcher, as a principal of a kindergarten, felt the sense of responsibility to promote the parents and educators to have their own roles of self-reflection in order to develop our young children's emotional and social experiences to the fullest. - ⅵ -


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