레지오 에밀리아 접근법의 표상활동을 통한 유아들의 지식구성

Abstract

The purpose of this study is to know how the children construct knowledges through “representation activities” with Reggio Emilia approach in korean kindergarten. An ethnographic method was used for this study. The subjects of this study were 20 kindergarten children in Korea. 10 females and 10 males were sampled and their interactions, symbols, records are collected, analyzed, adjusted using J. Spradley's qualitative research to describe how the children construct knowledge through “representation activities” with Reggio Emilia approach. It took 6 months to figure out from March to August 2007. The results of this study are as follows : First, Teacher's scaffolding to help children was provided individually, by small group and large group, in the basis of ‘symbolization’ and ‘documentation’. Second, Active interactions were aroused among children by teacher's scaffolding. Children's various interactions were discussion, imitation, cooperation, acceptance, rejection, competition, coordination, isolation and reflection. Third, Children's new ideas, knowledges and thoughts were developed by their various interactions. Those were selected, modified, mixed, synthesized, supplemented, altered, accumulated and replaced. Forth, More clear, deeper and higher knowledges were constructed. Learning tasks performed completely and problems were solved through children's “representation activities”. In conclusion, Children construct knowledges more clearly through “representation activities” with Reggio Emilia approach in korean kindergarten. This study will be able to be used as basis sources for development of children's knowledge and a springboard for improving teaching - learning activities.