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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

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참고문헌

주제분류교육학

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.

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