시편 중심 교재교구개발을 통한 기독 예비 유아교사의 변화

Abstract

The purpose of study is to explore the development of teaching materials for Christian early childhood education by exploring the changes of christian pre - service early childhood teachers through the development of Psalm-centered teaching materials. I collected data through 29 interviews, questionnaires, production plan and portfolio of reflection from 29th March, 2018 to 29th Christian education students who participated in the development of Psalm-centered teaching materials, which is a detailed subject of the development of teaching materials for children. The collected data were analyzed to derive core categories and categorized them. In order to objectify the data analysis and interpretation, two theologians and early childhood education experts were identified. As a result, the experiences of pre - service early childhood teachers on the development of Psalm - centered teaching materials were categorized into knowledge, personality, and behavioral changes. First, the change of the knowledge of Christian pre - service early childhood teachers showed confusion and stability. Christian pre-service teachers have been confused by the idea of ​​creating and making ideas about the development of psalm-centered teaching materials. Stability has come as they learned theories of teaching materials through lectures and workshops. Christian pre-service early childhood teachers in the stability are interested in the development of Christian teaching materials and it was recognized that the development of psalm-centered teaching material should be 'infant-centered', 'concrete production', and 'safe production'.In other words, the Christian pre-service early childhood teacher learned the practical knowledge of the teaching materials that integrate the philosophy of Christianity and the methodology of early childhood education. Second, the personality change of the Christian pre-service early childhood teacher appeared as Christian spirituality 'close to God', cooperative community 'close to peer', and personality 'close to me' in the process of development of Psalm - centered teaching materials. In the process of developing the psalm-centered teaching materials for the group, we pondered on the Psalms and frequently thought about God. In the process of trial, error, failure, and success of the community collaboration process, we have a positive attitude and persistence, confidence and achievement, joy and reward. Third, behavioral changes of Christian pre - service early childhood teachers were found in 'searching for detail', 'searching again' and 'searching for new' in the process about development of Psalm - centered teaching materials. Unlike in the early weeks of class, the Christian pre-service early childhood teachers continued to concentrate and participated in the process of making and developing the teaching materials precisely, carefully and actively. The exploratory behaviors of diverse objects and recycled materials were overlooked by the Christian pre - service early childhood teacher. In addition, the Christian pre - service early childhood teacher wanted to apply the teaching material development activities in this class to other subjects or to Bible story. Christian pre - service teachers could expect to improve the efficacy of Christian early childhood teachers by experiencing the integration of Christian philosophy and early childhood education teaching and learning methods through the development of Psalm - centered teaching materials. Based on the results of this study, I provide basic data on the development of teaching materials and instruction methods in Christian early childhood education.