유아 디지털 역량 개념 및 구성요인 탐색 연구
A Study on the Concept and Constructor Exploration of Early Childhood Digital Competency
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연구의 목적은 유아의 디지털 역량을 탐색하는 것이다. 이를 위해 국내 ․ 외 선행연구를 검토하고, 유아교육 ․ 보육 전문가와 현장 전문가 17명을 대상으로 델파이 연구를 2차에 걸쳐 실시하였다. 자료 분석을 위해 기술통계, 내용타당도비율(CVR), 자료타당도가 산출되었다. 연구 결과, 유아디지털 역량의 개념은 ‘유아가 디지털 사회의 구성원으로서 안전하고 행복하게 살아가는데 필요한 기본소양으로, 디지털 기술을 즐겁게 활용하고 탐색하며, 이를 비판적으로 이해하고 재창조하는 동시에, 민주적으로 소통 ․ 협력하는 능력’으로 정의되었다. 또한, 유아의 디지털 하위역량은 ‘디지털 리터러시’, ‘디지털 웰빙’, ‘디지털 참여와 소통’의 세 가지로 정의되었으며, 총 13개의 세부영역이 도출되었다. 이를 통해 디지털 시대에 맞는 유아교육의 방향성을 제시하였으며, 유아의 디지털 역량을 함양하기 위한 교육적 노력과 정책적 지원의 필요성을 시사하였다.
Abstract
This study explored the digital competence of young children. For this purpose, a Delphi study was conducted in two phases. The academic and field professional opinions were collected from 17 experts in early childhood education and care, while reviewing previous domestic and international research. For data analysis, descriptive statistics, the content validity ratio (CVR), and data validity were calculated. This study defined the concept of digital competence in young children as “The basic skills young children need to live safely and happily as members of a digital society, including the ability to enjoy and explore digital technologies, to critically understand and re-imagine them, and to communicate and collaborate democratically.” Additionally, the sub-competencies of young children’s digital competence were defined in three categories: ‘digital literacy,’ ‘digital well-being,’ and ‘digital participation,’ with a total of 15 detailed sub-areas identified. This study suggests the direction of early childhood education suitable for the digital age and highlights the need for educational efforts and policy support to foster the digital competence of young children.
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