유아 교실의 또래문화 속에 나타난 남아와 여아의 권력 관계
Gender-based Power Relationships in Preschool Classroom Peer Culture
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본 연구는 유아 교실에서 자연스러운 하루일과에 대한 장기간 관찰을 통해 또래문화 속에 나타나는 성차에 따른 권력관계를 표면화하고 이를 유아담론의 맥락 안에서 파악하고자 하였다. 연구결과, 남아들의 권력형성에 영향을 미치는 요소에는 인정, 배려 등의 친사회적 행동을 포함하여 재치, 유머, 신체적인 힘과 지식 등 여러 복잡한 요인들이 상호작용하였다. 남아들은 여러 명의 세력아들이 경쟁을 벌이며 권력을 유지시켜 나가는 반면, 여아 또래집단에서는 뚜렷한 한 명의 세력아를 중심으로 거의 모든 놀이가 이루어졌고 여아의 권력은 다른 유아들과의 관계(relationship)를 잘 맺는 특성에 의해 형성되었다. 여아들의 권력구조에서 남아와 다른 현상이 발견되는 것은 ‘위계(hierarchy)’가 아닌 ‘소외(exclusion)와 포함(inclusion)’의 문제로, 여아들은 또래 집단에서의 긴밀한 관계를 중시하며 이를 지속시키기 위해 여아들은 포함과 소외 전략을 사용하며 집단의 결속을 유지하였다. 마지막으로, 권력형성에 대한 교사의 역할 또한 중요한 몫을 차지하였다. 본 연구의 결과는 유아교실의 또래 문화 속에 나타나는 유아 사회적 관계와 성차에 대한 이해를 높이고 이에 따른 교사의 적절한 지도방향모색에 대한 기초 자료가 될 수 있을 것이다.
Abstract
In this longitudinal observation investigation of preschool peer culture, the research reveals and scrutinizes the gender-based power relationships that take place in preschool classrooms. This study proceeded for 9 months with 20 seven year-old children. Children were divided into two same-sex peer groups according to this researcher’s 5 month pre-observation data and interviews with the teacher and the children and the present research was then performed. The division revealed that each same sex group had leaders, followers, isolated children, and also children who held neutral positions. Moreover, it was discovered that there were complex and various factors which seemed to influence the children’s power relationships within each of the peer groups. The research findings reveal that the important factors affecting the boys’ group were humor, physical prowess, a knowledge and pro-social behavior such as care, kindness and offering assistance. The boys’ group had two distinctive leaders and they competed with each other in order to hold on to their power. However, the girls’ group had only one leader and most often the girls’ play was dominated by that leader who had a good relationship with other girls. Another different factor which occurred in the girls’ group was the matter of exclusion and inclusion unlike the hierarchy employed in the boys’ group, the girls used strategies of exclusion and inclusion so that they could manage the group bond. Finally, the teacher also played an important role in both boy and girl power relationships. These findings should contribute to teachers’ understanding of young children’s complicated social relationships, especially as they relate to gender and power. They can be used as a reference for understanding children’s culture and thus, for planning appropriate ways to structure early childhood educational activities.
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