유아-교사 간 상호작용 속에 나타난 메타 인지적 개입양상에 대한 분석
An Analysis of Metacognitive Intervention in Young Children-Teacher Interactions
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인간의 고등정신기능(high mental function)이 처음에는 개인 간 상호작용 과정단계에서 내면화(internalization)과정을 통해 점차 개인 내 단계로 발달됨을 설명한 Vygotsky의 이론적 바탕에서 출발한 본 연구는 유아 스스로 자신의 인지과정을 조절할 줄 아는 자율조절(self-regulation) 능력의 발달의 근원을 밝히고자 하였다. 이를 위해 프랑스 유아학교(Ecole maternelle)의 실제적 수업상황 속에서 이루어진 유아-교사 간 언어적 상호작용 과정 속에서 나타난 교사의 다양한 타율조절(other-regulation) 언어적 개입의 양상을 메타인지적 관점에서 분석하였고, 이를 통해 유아 스스로 자신의 인지과정에 대해 생각하고, 문제점을 찾아내고 해결하며, 활동 후 자신의 활동을 평가하고, 자신의 학습과정을 스스로 조절할 줄 아는 자율조절 능력발달의 단계를 추출하였다. 이러한 시도는 최근 학습장애의 대안으로 새롭게 조명되는 메타인지개념을 이해하고 메타인지 활동으로 간주되는 유아의 자율조절능력 발달을 위해 이상적인 교육환경이 무엇인가에 대해 함께 생각하고자 함이다.
Abstract
This research is predicated on the notion that the origin of preschool children's metacognitive competence is dependent upon the quality of the environment. It starts from the Vygotskian hypothesis according to which metacognitive competencies, such as self-regulation, planning, and self-monitoring, develop during the preschool period through interactions with adults or with other children in the course of problem solving. Through such interactions, a child's competency in self-regulation progresses through the inter-individual level, and transforms to the intra-individual level. Using this Vygotskian perspective, this research characterizes the metacognitive environment of preschool children and verifies the existence and development of their metacognitive competencies.
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