학술논문
2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구 / An Action Research to Enhance the Activation of Play Space for 4-year-old Children Based on the 2019 Revised Nuri Curriculum
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구는 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구로서 연구 과정에서 발견된 문제점을 인식하고 이를 위한 개선방안을 적용하는 순환적인 과정을 통해 나타나는 교사와 유아의 변화를 알아보는데 목적이 있다. 이러한 연구 목적에 따른 연구 문제는 다음과 같다. 1. 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구 과정은 어떻게 이루어지는가? 2. 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구를 통해 유아에게 나타난 변화는 무엇인가? 3. 201 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구를 통해 교사에게 나타난 변화는 무엇인가? 실행연구는 2022년 10월 31일부터 12월 16일까지 경기도 G유치원 만 4세 학급의 유아 15명을 대상으로 실시하였다. 자료 수집은 놀이관찰기록, 동영상 및 사진 촬영, 녹음, 반성적 저널, 놀이공간 구성 활동 계획안 작성 등의 방법을 활용하여 수집하였다. 연구 문제에 의거한 연구의 결과는 다음과 같다. 첫째, 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구는 총 2차에 걸쳐 이루어졌다. 교실에서 유아의 놀이공간 구성 과정에 대한 문제점을 파악하고 이를 개선하기 위한 해결방안을 모색하고 적용하며 관찰과 평가의 과정을 통해 다음 실행 계획을 세우는 순환적인 실행연구를 실시하였다. 연구자는 유아의 놀이공간 구성 활성화를 위한 방안을 고민하던 중 유아의 자유놀이 관찰을 통해 만 4세 유아들이 놀이공간을 구성하는 것에 흥미를 보인다는 점을 발견하였다. 따라서 이를 지원하기 위해 다양한 방법과 자료를 사용하여 놀이공간을 구성할 수 있도록 지원하였다. 또한, 유아들이 스스로 놀이공간을 재구성하는 과정을 통해 교사가 아닌 유아가 주도적으로 놀이공간 구성 과정에 참여할 수 있도록 하였다. 이와 같이 2차에 걸쳐진 연구를 통해 유아와 교사에게 나타나는 긍정적인 변화를 관찰하였다. 둘째, 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구를 통해 유아는 놀이공간 구성 과정에 적극적으로 놀이하며, 친구와 함께하는 놀이를 즐기게 되었다. 더불어 문제를 협력하여 해결해가려는 모습을 관찰하게 되어 유아들의 긍정적인 변화를 확인할 수 있었다. 셋째, 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위한 실행연구를 통해 교사는 유아들이 구성하는 놀이공간의 중요성을 인식하게 되었고, 놀이공간 구성에 대한 실천적 지식을 형성해갔으며 유아의 놀이에 적절한 지원을 제공하는 놀이지원자로서의 교사의 역할을 수행하며 연구자로서 성장하였다. 본 연구는 2019 개정 누리과정을 반영한 만 4세 유아의 놀이공간 구성 활성화를 위해 놀이공간 관련 활동을 진행하며 자유놀이 시 유아들의 놀이공간 구성과정을 지원하였으며, 다양한 활동을 통해 유아들의 놀이공간 구성을 지원한 교사의 주체적 연구 과정이라는 점에 의의가 있다.
As an action research to enhance the activation of play space for 4-year-old children based on the 2019 revised Nuri curriculum, this study aims to investigate the changes in teachers and preschoolers through a cyclical process of identifying problems and implementing improvement. The research questions corresponding to this purpose are as follows. 1. How is the process of implementing the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum conducted? 2. What changes occur in children through the implementation of the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum? 3. What changes occur in teachers through the implementation of the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum? The research was conducted from October 31 to December 16, 2022, targeting 15 4-year-old children in a G Kindergarten in Gyeonggi Province. Data were collected through methods such as play observation records, video and photo recording, audio recording, reflective journals, and the development of activity plans for play space. The results of the research based on the research questions are as follows. Firstly, the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum was conducted in two phases. It involved identifying problems in the children's process of constructing the play space in the classroom, seeking solutions to improve it, and conducting a cyclical research process of observation and evaluation to establish the next action plan. While contemplating measures to enhance the activation of children's play space, the researcher discovered that 4-year-old children showed interest in constructing the play space through observing their free play. Therefore, various methods and materials were provided to support the construction of the play space. In addition, the process of allowing children to reconstruct the play space enabled their active participation in the construction process, rather than being teacher-led. Through this two-phase research, positive changes were observed in both children and teachers. Secondly, through the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum, children actively engaged in the process of constructing the play space and enjoyed playing with their friends. Moreover, their positive changes were observed as they cooperated to solve problems. Thirdly, through the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum, the teacher recognized the importance of the play space constructed by children, developed practical knowledge about play space construction, and performed the role of a play support facilitator by providing appropriate support for children's play. The teacher also experienced personal growth as researcher. This study holds significance in that it supported the construction process of children's play space during free play by conducting play-related activities to enhance the activation of the play space for 4-year-old children based on the 2019 revised Nuri curriculum. It highlights the proactive research process of teachers who supported children's play space construction through various activities.
As an action research to enhance the activation of play space for 4-year-old children based on the 2019 revised Nuri curriculum, this study aims to investigate the changes in teachers and preschoolers through a cyclical process of identifying problems and implementing improvement. The research questions corresponding to this purpose are as follows. 1. How is the process of implementing the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum conducted? 2. What changes occur in children through the implementation of the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum? 3. What changes occur in teachers through the implementation of the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum? The research was conducted from October 31 to December 16, 2022, targeting 15 4-year-old children in a G Kindergarten in Gyeonggi Province. Data were collected through methods such as play observation records, video and photo recording, audio recording, reflective journals, and the development of activity plans for play space. The results of the research based on the research questions are as follows. Firstly, the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum was conducted in two phases. It involved identifying problems in the children's process of constructing the play space in the classroom, seeking solutions to improve it, and conducting a cyclical research process of observation and evaluation to establish the next action plan. While contemplating measures to enhance the activation of children's play space, the researcher discovered that 4-year-old children showed interest in constructing the play space through observing their free play. Therefore, various methods and materials were provided to support the construction of the play space. In addition, the process of allowing children to reconstruct the play space enabled their active participation in the construction process, rather than being teacher-led. Through this two-phase research, positive changes were observed in both children and teachers. Secondly, through the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum, children actively engaged in the process of constructing the play space and enjoyed playing with their friends. Moreover, their positive changes were observed as they cooperated to solve problems. Thirdly, through the research on activating the play space for 4-year-old children based on the 2019 revised Nuri curriculum, the teacher recognized the importance of the play space constructed by children, developed practical knowledge about play space construction, and performed the role of a play support facilitator by providing appropriate support for children's play. The teacher also experienced personal growth as researcher. This study holds significance in that it supported the construction process of children's play space during free play by conducting play-related activities to enhance the activation of the play space for 4-year-old children based on the 2019 revised Nuri curriculum. It highlights the proactive research process of teachers who supported children's play space construction through various activities.