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표상물과 참조공간의 공간관계에 따른 3, 4세 유아의 공간표상

Spatial representation of young children by spatial relations between the spatial product and the reference space

이순형|민미희
한국유아교육학회 (The Korean Society For Early Childhood Education)|2012.12|유아교육연구 (Korean Journal of Early Childhood Education)|제32권 제6호|pp. 5-31|DOI 10.18023/kjece.2012.32.6.001

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참고문헌

키워드

공간표상공간관계Spatial representation위상적 공간관계사영적 공간관계유클리드 공간관계Spatial relations between the spatial product and the reference spaceTopological spatial relationsProjective spatial relationsEuclidean spatial relations
주제분류교육학

초록

이 연구는 공간관계에 따른 유아의 공간표상을 살펴보기 위해 유아기에 위상적, 사영적, 유클리드 공간관계에 대한 이해가 동시에 발달하는지에 대한 이론적 논쟁점을 밝히고자 하였다. 또한 유아의 공간표상이 표상물의 종류, 즉 모형과 지도에 따라 다른 지를 규명하고자 하였다. 연구대상은 3세 유아 40명, 4세 유아 40명, 총 80명이었다. 연구결과는 첫째, 유아의 공간관계에 대한 이해는 위상적, 사영적, 유클리드 공간관계의 순서로 발달하는 것이 아니라, 유아기에 동시에 나타나서 점차 심화되고 발달되는 것으로 나타났다. 공간표상을 이해하는데 필요한 위상적 공간관계, 사영적 공간관계(방위, 각도), 유클리드 공간관계(축척)에 대해 3세 유아도 기초적인 이해가 가능하였다. 4세 유아는 더욱 더 향상된 능력을 보여주었다. 둘째, 유아의 공간관계에 대한 이해는 공간관계의 특성에 따라 유의한 차이가 있었다. 유아는 위상적 공간관계를 포함할 때가 위상적 공간관계를 포함하지 않을 때에 비해 공간표상이 더 낮았고, 표상물과 참조공간이 0도, 90도, 180도 방위로 회전되어 배치될수록 공간관계 이해에 어려움을 겪었다. 또한 1:7 축척의 표상물보다 참조공간을 더 작게 축소한 1:16 축척의 표상물 이해가 더 어려웠다. 셋째, 공간관계에 따른 유아의 공간표상은 표상물 종류에 따라 차이가 없었다. 이 연구는 유아의 공간표상 발달에 있어 3세와 4세가 중요한 시기임을 밝혔고, 3세에 위상적 공간관계, 사영적 공간관계, 유클리드 공간관계에 대한 이해가 나타나기 시작하여 4세경에 보다 안정적으로 발달한다는 것을 보여줌으로써, 공간관계에 대한 이해가 유아기에 동시에 나타나서 점차 통합되어지고 발달되어진다는 사실을 밝혔다.

Abstract

This study aims to identify children's spatial representation and understanding of spatial relations between the spatial product and the reference space, and to examine whether these effects differ in accordance to both types of spatial product (scale model, map). Participants were 40 three-year-olds and 40 four-year-olds. Study results reveal that both three-year-olds and four-year-olds can understand the spatial relations between the spatial product and the reference space (topological, projective, Euclidean). Even three-year-olds can identify various analogous locations (topological spatial relations) and understand viewing azimuth when the scale model (or map) and the referent space are misaligned by 90° or 180°; they can also understand viewing angle, that is, the vantage point along the vertical dimension, as in viewing a space from directly overhead as well as oblique viewing angles. They also understand scale, that is, the ratio between the size of the referent space and scale model (or map) from 1:7 scale to 1:16 scale. There is no significant difference in the children's spatial representation depending on the type of spatial product (scale model, map). Most importantly, the results reveal that the children's spatial representation and understanding of spatial relations between the spatial product and the reference space is developmental and that spatial representation and understanding of spatial relations between spatial product and reference space develop gradually from when they are three to when they turn four.

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