환경그림책 기반 놀이중심 환경교육이 만 3세 유아의 환경감수성, 환경보전지식, 환경친화적 태도에 미치는 영향
The effects of play-centered environmental education based on environmental picture books on the environmental sensitivity, environmental conservation knowledge, and environmentally friendly attitude of 3-year-old children
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본 연구는 만 3세 유아를 대상으로 환경그림책 기반 놀이중심 환경교육이 환경감수성, 환경보전지식, 환경친화적 태도에 미치는 효과를 살펴보는데 그 목적이 있다. 연구대상은 D시 J유치원 만 3세 유아 41명(실험집단 21명, 통제집단 20명)으로 표집하였다. 실험집단은 10주 동안 총 20회의 환경그림책 기반 놀이중심 환경교육을 실시하였고, 통제집단은 자유놀이를 진행하였다. 활동 사전․사후에 환경감수성, 환경보전지식, 환경친화적 태도에 대한 검사를 실시하고 정규성 검토 후 공분산분석(ANCOVA)을 실시하여 집단 간 차이를 검토하였다. 연구 결과, 실험집단은 세 변인 및 하위요인에서 통제집단보다 통계적으로 유의한 차이가 나타났다. 이러한 결과는 유아의 발달 수준에 적합한 환경그림책 기반 놀이중심 환경교육이 만 3세 유아의 환경감수성, 환경보전지식, 환경친화적 태도 증진에 효과적임을 시사하며 조기 환경교육의 실천 가능성과 교육과정 설계를 위한 기초자료로서 의의를 지닌다.
Abstract
The purpose of this study is to examine the effects of play-centered environmental education based on environmental picture books on environmental sensitivity, environmental conservation knowledge, and environmentally friendly attitudes in 3-year-old children. The educational effects of emotional, cognitive, and behavioral approaches were empirically analyzed. The subjects of the study were 41 3-year-old children, 21 in the experimental group and 20 in the control group, from J Kindergarten in D City. The experimental group received 20 sessions of play-centered environmental education based on environmental picture books over 10 weeks, while the control group participated in free play. Environmental sensitivity, environmental conservation knowledge, and environmentally friendly attitudes were tested before and after the intervention. The covariance (ANCOVA) analysis was performed after checking for normality to examine differences between the groups. The results showed that the experimental group exhibited statistically significant improvements compared to the control group in all three variables and their subfactors. These findings indicate that play-centered environmental education based on environmental picture books, tailored to the developmental level of young children, is effective in promoting environmental sensitivity, environmental conservation knowledge, and environmentally friendly attitudes in 3-year-old children. This study provides meaningful data supporting the feasibility of early environmental education and curriculum design.