레지오 에밀리아 접근법에 대한 유아교사의 인식 및 현장 적용 실태

Abstract

The purpose of this study was to survey the actual application of the Reggio Emilia Approach to early childhood education and to study kindergarten teachers knowledge of in-service education for the Reggio Emilia Approach. It was analyzed by variables of teachers: teachers' academic backgrounds and their teaching experience. This study focused on verifying level to Korean early childhood education and suggesting the direction for kindergarten teacher's in-service education by investigating prominent characteristics of the Reggio Emilia Approach. These include emergent curriculum, documentation, cycles of symbolization, and drawing to learn. This study can provide new guidelines for in-service education regarding the Reggio Emilia Approach for kindergarten teachers. It will help to establish a whole new system of teacher education which fits into Korean culture. The research questions for this study are as follows: 1. What aspects are shown in teacher’s knowledge of the Reggio Emilia Approach? 2. Is there a significant difference in teachers' knowledge of Reggio Emilia Approach? 3. What aspects are shown in actual application of the Reggio Emilia Approach to Early Childhood Education according to teachers' academic backgrounds and teaching experience? 4. Is there a significant difference in the actual application of the Reggio Emilia Approach to Early Childhood Education according to teacher’s academic backgrounds and reaching experience? The subjects in this study were 251 Early Childhood Edcation teachers who actually use the Reggio Emilia Approach in their classrooms in Kyung-Nam. A questionnaire was distributed to all 251 teachers, but only 230. Only 215 questionnaires were actually analyzed using SPSS Win 12.0. The questionnaire was made based upon the research of Eun-Sook, Lee(2001), Kyu-Eun, Lee(2002), and Bo-Kyung, Choi(1999). It was modified by researcher considering the purpose of this study. The results of this study are as follows: First, it was discovered that an inappropriate physical environment and lack of knowledge were recognizable obstacles applying Reggio Emilia Approachto an actual situation. Almost all teachers were very enthusiastic but had scanty knowledge of how to apply the approach. other problems were a shortage of teachers and pedagogists, enough time to support children and a proper ratio of children per teacher. To solve these problems, there must be a sufficient number of teachers to work flexible hours. Also pedagogists should be available to advise teachers. Second, there were significant differences in motivation and positive changes of teaching style according to academic backgrounds. In other words, academic background is considered as an important factor in motivation and positive changes of teaching style. But there were no significant differences in these two areas according to teaching experience . Third, it was the documentation aspect that was the highest score among six characteristics in application, which means documentation is the most practical using area. The order of scores except documentation in applying this approach is symbolization, emergent, curriculum, social, interaction, physical, enviroment and drawing to learn. Fourth, there were significant differences in emergent, curriculum, drawing to learn, cycles of symbolization, and social interaction according to academic career. This means that teachers in a group of higher level of academic backgrounds tends to have higher score. But there was not any tendency to be high as teacher's teaching experience was high except area. In other words, in the most experienced group the score of cycles of symbolization and social interaction was the highest. In the most unexperienced group of teaching the score of emergent curriculum, physical, enviroment and documentation were the highest.