두뇌발달 연구에 기초한 유아교사교육의 방향
Directions for early childhood teacher education -Based on brain research-
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본 연구의 목적은 두뇌발달에 관한 연구의 결과들을 고찰하고 이를 근거로 하여 유아교사를 양성하는 교육과정에 두뇌발달 연구의 결과들이 어떻게 반영되어야 할 것인지의 시사점들을 도출하는 것이다. 신체, 언어-인지, 사회-정서적 기능들이 발달하게 되는 것은 두뇌의 (1) 신경세포들이 연결되어 시냅스를 형성하고, (2) 시냅스들이 모여 특정한 기능을 담당하는 신경회로를 구축하며, (3) 수초가 형성되고, (4) 필요 없는 시냅스나 신경회로가 소멸되는 가지치기가 일어나는 과정들을 통해 두뇌가 발달하기 때문이다. 두뇌의 발달은 유전과 환경의 역동적인 상호작용에 의해 일어나지만, 유전인자들이 환경적인 요인에 의해 변화할 수 있으므로, 영양, 경험, 스트레스, 부모나 양육자와의 친밀한 상호작용 등을 포함하는 환경적 요인은 두뇌발달의 과정에서 조금 더 중요하게 다루어져야 한다. 유아기는 두뇌가 가장 왕성하게 발달하는 시기이며, 특정한 기능을 담당하는 신경회로들이 특히 발달하는 결정적 시기들을 포함하고 있다. 또 발달의 방향이나 정도가 변화할 수 있는 가소성도 큰 시기이다. 따라서 두뇌발달에 있어서 유아기가 중요하다는 것은 아무리 강조해도 지나치지 않다. 이러한 관접에서, 유아기의 발달을 주로 담당하고 있는 유아교사들이 두뇌발달에 대하여 정확하게 알아서 최선의 유아교육을 수행하는 능력을 기를 수 있도록, 두뇌발달에 대한 연구의 결과들이 유아교사교육에 반영되어야 할 방안에 대한 시사점을 도출하였다.
Abstract
The purpose of this study is to identify implications that the ever-expanding brain research reveals for early childhood teacher education. Early childhood teachers are responsible for providing the best possible developmental opportunities for each child. Therefore, they, themselves, must constantly be learning and developing professional knowledge, skills, and dispositions to foster their own professional qualities through teacher education programs. For the past two decades, findings from brain research, stimulated and activated by new technologies, have been demonstrating that early childhood is a critical period of brain development. Research also provide scientific evidences on how the brain develops and what this means to the process of child development. Thus, it is necessary that the newly developed knowledge, resulting from brain research, be included and reflected in pre-service and in-service teacher education programs so that teachers are prepared to implement the best possible education based on their understanding of young children. In this context, this study examined and investigated, via an exhaustive review of the literature, the process and meanings of brain development especially, the factors influencing brain development. Implications for teacher education and suggestions for further studies are also presented.
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