듀이 사상에 담긴 노작활동의 영아교육적 함의
The Infant Educational Implications of the ‘Ocupations’ in the Dewey’s Thought
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The purpose of this study to examines the general concepts and principles of 'occupations' which is an important part of J. Dewey's theory of education, examines ways to apply them to infant education, In Chapter Ⅱ, I considered the concept and principle of occupations in Dewey. Dewey's concept of occupation is an activity in which educational institutions reproduce various forms of work performed in everyday social life, in which the main purpose of occupations is not in productivity but in continuous growth that is the overall development of experience. In these occupations that take place in the early stages of education, is more important the process of the activities rather than the outcome of the activities. In chapter Ⅲ, I tried to apply the occupations to infant education. Although Dewey did not actively apply the theory of infant education, his ideology of occupations gives a rich message to infant education. According to Piaget's cognitive developmental stages, infancy is the period of sensory stimulation and pre-manipulation. During this period, infants are interested in activities using sensory organs and muscles. Therefore, we should allow the child to take part in play as a voluntary recreation of adult work activities that occur in everyday life through occupations. In chapter Ⅵ, I discussed the specific operating methods and the roles of teachers. The teacher should be able to anticipate and control the behavior of the infants where they may not be able to take place, observe the interest of infants who are passive in the activity or disturb the class, and should be able to work together happily. Direct experience and occupations are needed in infant and child education. Although a variety of programs have been developed, it is difficult to accurately reflect the theoretical background and the characteristics of infants and toddlers, and it is not often the case that they operate properly in the educational field. The cause may seem plausible at first, but in reality it is often due to misunderstanding and misunderstanding of the principles of experience or occupations, the unfair expectations and interventions of parents, and the demonstration of educational institutions.
Abstract
The purpose of this study to examines the general concepts and principles of 'occupations' which is an important part of J. Dewey's theory of education, examines ways to apply them to infant education, In Chapter Ⅱ, I considered the concept and principle of occupations in Dewey. Dewey's concept of occupation is an activity in which educational institutions reproduce various forms of work performed in everyday social life, in which the main purpose of occupations is not in productivity but in continuous growth that is the overall development of experience. In these occupations that take place in the early stages of education, is more important the process of the activities rather than the outcome of the activities. In chapter Ⅲ, I tried to apply the occupations to infant education. Although Dewey did not actively apply the theory of infant education, his ideology of occupations gives a rich message to infant education. According to Piaget's cognitive developmental stages, infancy is the period of sensory stimulation and pre-manipulation. During this period, infants are interested in activities using sensory organs and muscles. Therefore, we should allow the child to take part in play as a voluntary recreation of adult work activities that occur in everyday life through occupations. In chapter Ⅵ, I discussed the specific operating methods and the roles of teachers. The teacher should be able to anticipate and control the behavior of the infants where they may not be able to take place, observe the interest of infants who are passive in the activity or disturb the class, and should be able to work together happily. Direct experience and occupations are needed in infant and child education. Although a variety of programs have been developed, it is difficult to accurately reflect the theoretical background and the characteristics of infants and toddlers, and it is not often the case that they operate properly in the educational field. The cause may seem plausible at first, but in reality it is often due to misunderstanding and misunderstanding of the principles of experience or occupations, the unfair expectations and interventions of parents, and the demonstration of educational institutions.
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