유아주도적인 놀이 상황과 교사주도적인 일 상황에서인지적 협력구성 비교 연구
A Comparative Study of Cognitive Co-construction in a Children-Directed Play Situation and a Teacher-Directed Work Situation
1
조회
0
다운로드
37
인용
0
참고문헌
초록
본 연구는 유아 주도적인 놀이 상황과 교사 주도적인 일 상황에서 대상유아, 상대유아, 교사의 인지적 협력구성 - 행동의 수, 상호주관적 협력 유형, 인지적 도약 수준 - 과 상호주관적 협력 유형에 따른 인지적 도약수준이 차이가 있는지를 살펴보고, 두 상황에서 상호주관적 협력 유형에 따른 대상유아의 인지적 도약수준과 상대유아 및 교사의 인지적 도약 수준 간에는 어떠한 관계가 있는지를 분석하는 것을 그 목적으로 하였다. 이를 위해 유아교육기관 3곳에 다니고 있는 만 4세 30명의 유아를 대상으로 유아 주도적인 놀이 상황과 교사 주도적인 일 상황에서 연구대상의 행동, 연구대상과 관련 있는 상대유아 및 교사의 행동을 비디오로 녹화하였다. 녹화된 내용을 전사본화하고 다차원적인 인지적 협력구성 측정도구를 사용하여 분석하였다. 연구결과, 놀이와 일 상황에서 대상유아, 상대유아, 교사의 행동 수, 상호주관적 협력 유형, 인지적 도약수준 및 상호주관적 협력 유형에 따른 인지적 도약수준은 차이가 있었다. 또한 놀이와 일 두 상황 모두에서 상대유아 및 교사의 인지적 도약 수준은 대상유아의 인지적 도약 수준과 대체로 정적인 상관이 있었다.
Abstract
This study examines two types of situations, a cognitive co-construction in a play situation directed by children and a work situation directed by a teachers with the aim of 1) discerning any differences between them with regard to the cognitive co-construction and the cognitive distancing level according to the intersubjective cooperation patterns of the target children, other children, and teachers, and 2) to analyze any relationship between the cognitive distancing level of the target children and the cognitive distancing level of other children and teachers according to the intersubjective cooperation pattern in the two situations. To achieve this, researchers videotaped the behavior of the target children in a children-directed play situation and in a teacher-directed work situation. They also videotaped the behavior of other children and teachers in similar situations. All children in this study were four years-old and were in attendance at three early child education institutions. The videotaped contents were analyzed by using a measuring tool for multi-dimensional cognitive co-construction after transcribing all the videotaped contents. Analyses reveal differences in the cognitive co-construction(the number of behavior types, intersubjective cooperation, and cognitive distancing level) and the cognitive distancing level according to the intersubjective cooperation pattern of the target children, other children, and teachers in the play and work situation. Also, the cognitive distancing level found in the sample of other children and teachers had positive correlations in general with the cognitive distancing level of the target children both in play and work situations.
참고문헌 (51)
- 교육부, "제6차 유치원교육과정 해설" (1998), 대한교과서주식회사
- 김정화, "극화놀이 영역에서 문식성 자료와 교사의 개입이 유아의 문식성 행동에 미치는 영향", 박사, pp.1996
- 박수진, "유아기 자녀를 둔 학부모의 조기 특기 교육에 관한 실태 분석", 석사, pp.2001
- 엄정애, "주제와 통합된 극놀이 영역이 유아의 놀이행동 및 상호주관성에 미치는 영향", 아동학회지, 19(2), pp.173~184 (1998)
- 엄정애, "놀이와 유아교육 : 그 조화의 방향에 대한 탐색", 열린유아교육연구, 5(3), pp.1~25 (2001)
- 유한구, "교육방법으로서의 놀이, 그 인식론적 고찰", 서울교육대학교 논문집, 16, pp.319~330 (1983)
- 이기숙, "유치원에서의 특별활동 실시 현황 및 교사의 인식", 아동학회지, 23(4), pp.137~152 (2002), 한국아동학회
- 이종희, "놀이와 교육 : 구성놀이에 대한 재고", 유아교육연구, 15(2), pp.91~104 (1995)
- 장영미, "유아의 극놀이에 관한 연구-함께 만들어 가는 각본", 석사, pp.1997
- 정연희, "가상놀이에서 두 놀이자간의 간주관성 발달", 석사, pp.1994
- 조용환, "놀이와 교육의 딜레마", 중앙유아교육학회 추계 학술대회, 다문화 시대의 유아교육, pp.69~81 (2000)
- Bredekamp, S., "Developmentally appropriate practice in early childhood programs" (1997), NAEYC
- Bretherton, I., "Representing the social world in symbolic play: reality and fantasy, In Symbolic play: The development of social understanding", pp.73~100 (1984), Academic Press
- Burts, D., "Observed activities and stress behaviors of children in developmentally appropriate and inappropriate kindergarten classrooms", Early Childhood Research Quarterly, 7, pp.297~318 (1992)
- Casberque, R., "Marbles, anyone? Traditional games in the classroom", Childhood Education, 74, pp.143~147 (1998)
- Christie, J., "The effects of literacy play interventions on preschoolers’ play patterns and literacy development", Early Education and Development, 3, pp.205~220 (1992)
- Farran, D. C., "Another decade of intervention for children who are low income or disabled: What do we know?, In Handbook of early childhood intervention", pp.511~548 (2000), Cambridge University Press
- Forman, E., "Peer relationships of learning disabled children: A contextualist perspective", Learning Disabilities Research, 2, pp.80~90 (1987)
- Garvey, C., "Some properties of social play", Merrill-Palmer Quarterly, 20, pp.160~180 (1974)
- Glickman, C., "Play in public school settings: A philosophical question, In Child’s play: Developmental and applied", pp.255~271 (1984), Erlbaum
- Goncu, A., "Toward an interactional model of developmental changes in social pretend play, In Current topics in early childhood education (Vol. 7)", pp.108~125 (1987), Ablex
- Goncu, A., "Development of intersubjectivity in the dyadic play of preschoolers", Early Childhood Research Quarterly, 8, pp.99~116 (1993)
- Goncu, A., "Development of intersubjectivity in the social pretend play of preschool children", Human Development, 36, pp.185~198 (1993)
- Goncu, A., "Preschoolers’ collaborative construction in planning and maintaining imaginative play", International Journal of Behavioral Development, 11, pp.327~344 (1988)
- Jarrett, O., "Science and math through role-play centers in the elementary classroom", Science Activities, 34(2), pp.13~19 (1997)
- Jeanrenaud, C., "Roadblocks to creativity through play, In In celebration of play", pp.73~84 (1980), St. Martin’s
- Johnson, J., "Play, development, and early education" (2005), Allyn and Bacon
- Kamii, C., "Primary arithmetic: The superiority of games over worksheets, In Play’s place in public education for young children", pp.85~103 (1992), National Education Association
- Kaye, K., "The mental and social life of babies" (1982), University of Chicago Press
- Kieff, J., "Playful learning and teaching: Integrating play into preschool and primary programs" (2000), Allyn & Bacon
- Kontos, S., "An ecobehavioral analysis of early childhood classroom", Early Childhood Research Quarterly, 14(1), pp.35~50 (1999)
- Leseman, P. M., "Playing and working in kindergarten : cognitive coconstruction in two educational situations", Early Childhood Research Quarterly, 16, pp.363~384 (2001)
- Miller, P., "Mother-baby role play: Its origins in social support, In Symbolic play: the development of social understanding", pp.101~130 (1984), Academic Press
- Morrow, L., "Preparing the classroom environment to promote literacy during play, In Play and early literacy development", pp.141~165 (1991), State University of New York Press
- Musatti, T., "Meaning between peers: the meaning of the peer", Cognition and Instruction, 11(3-4), pp.241~250 (1993)
- Nelson, K., "Playing with scripts, In Symbolic play: The development of social understanding", pp.101~130 (1984), Academic Press
- Neuman, S., "Literacy objects as cultural tools : Effects on children’s literacy behaviors during play", Reading Research Quarterly, 27, pp.203~223 (1992)
- Nicolopoulou, A., "Play, cognitive development, and the social world : Piaget, Vygotsky, and beyond", Human Development, 36, pp.1~23 (1993)
- Parten, M. B., "Social participation among preschool children", Journal of Abnormal Psychology, 27, pp.243~269 (1932)
- Piaget, J., "Play, dreams and imitation in childhood" (1962), Norton
- Rogoff, B., "Apprenticeship in thinking" (1990), Oxford University Press
- Rogoff, B., "Cognition as collaborative process, In Handbook of child psychology(Fifth edition). Volume 2: cognition, perception, and language", pp.674~744 (1998), Wiley
- Rogaff, B., "Participation in a community of learners, In The handbook of education and human development. New models of learning, teaching, and schooling", pp.388~414 (1996), Blackwell Publishers
- Rommetveit, R., "Language acquisition as increasing linguistic structuring of experience and symbolic behavior control, In Culture, communication, and cognition: Vygotskyan perspectives", pp.183~204 (1985), Cambridge University Press
- Schweinhart, L. J., "The High", Scope preschool curriculum comparison study through age 23, 1997, pp.12, 117~143
- Stipek, D., "Effects of different instructional approaches on young children’s achievement and motivation", Child Development, 66, pp.209~223 (1995)
- Stone, A., "What’s missing in the metaphor of scaffolding?, In Contexts for learning: Socio-cultural dynamics in children’s development" (1994), Oxford University Press
- Varga, D., "The historical origins of children’s play as a developmental task", Play and Culture, 4, pp.322~333 (1991)
- Verba, M., "Cooperative formats in pretend play among young children", Cognition and Instruction, 11(3-4), pp.265~280 (1993)
- Vygotsky, L., "Mind in society: The development of higher mental processes" (1978), Harvard University Press
- Wertsch, J., "Vygotsky and the social formation of mind" (1985), Harvard University Press
