유아 학습접근법에 기반한 동작교육 교수준거 탐색

Abstract

This study aims to explore instructional criteria for early childhood movement education. To achieve this, it analyzes the key developmental characteristics of young children in relation to observable behaviors and the corresponding teacher support strategies. Furthermore, it examines instructional requirements across the cognitive, psychomotor, and affective domains to promote a practical understand ing of movement education. Based on these analyses, the study proposes practical approaches to enhance instructional effectiveness. Teachers are encouraged to flexibly apply nondirec tive, mediative, and directive teaching styles according to educational contexts and goals. Such differentiated instruction enables children to explore and express themselves spontaneously, construct meaning through collaborative interaction, and acquire relevant movement skills and concepts. Lessons are structured into short segments of approximately 20.30 minutes, balancing active and quiet play to accommodate children’s high curiosity and lim ited attention spans. The learning environment is organized with materials and equipment that stimulate sensory engagement and support concrete thinking. Ef fective educational experiences integrate direct experiences through observation and participation, vicarious experiences through visual and auditory media (e.g., real objects, models, photographs, and videos), and symbolic experiences medi ated by language and written text. For effective classroom management, teachers establish clear rules that foster self-regulation and cooperative behavior. They further facilitate learning by offer ing constructive feedback, providing verbal cues to guide appropriate actions, and posing open-ended questions that stimulate reflective thinking. The findings present a foundational framework for designing, managing, and adapting movement-based learning experiences that support children’s explora tion, skill development, and collaborative meaning-making in early childhood set tings.