비디오 재방문을 통한 교수방법이 유아 구성활동의 표상성에 미치는 효과
The effects of video revisiting on the complexity of representation in constructive activity
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
본 연구는 비디오 재방문을 통한 교수 방법이 유아의 구성 활동의 표상성에 미치는 영향을 살펴본 것이다. 연구 대상은 서울시의 2개 유치원 만 5세반에 재원중인 유아 48명으로, 실험 집단 24명과 비교 집단 24명으로 구성하였다. 실험 집단 유아는 비디오 재방문을 통한 반성적 계획에 기초한 구성 활동에 참여하였으며, 비교 집단 유아는 언어를 통한 반성적 계획에 기초한 구성 활동에 참여하였다. 유아의 표상성을 평가하기 위해 표상적 주제 관련성, 표상적 정교성, 표상적 다양성, 표상적 연계성의 4가지 하위 범주로 구성된 표상능력 평가 도구를 사용하여 구성 활동의 사전과 사후 검사를 실시하였다. 연구 결과, 비디오 재방문에 의한 실험 집단 유아들의 표상성이 비교 집단 보다 향상되었다. 본 연구를 통하여 비디오 재방문이 유아의 표상성을 높이는 교수 방법으로서 유아교육 현장에 적용성이 높음을 제안하고자 한다.
Abstract
This study is to examine the effects of video revisiting on the complexity of representation in constructive activity. The subjects are 48 five-year-olds, 24 five-year-olds in the experiment group and 24 five-year-olds in the comparative group who are attended at two kindergartens in Seoul. Children are participated in constructive activity based on the video revisiting planning of experiment group and the verbal planning of comparative group. To assess children’s complexity of representation, pre-and post-test are conducted by the representation ability checklist which consists of 4 sub-categories including the theme- relatedness of representation, the elaboration of representation, the variety of representation, and the connectedness of representation. In the results, the video revisiting group has more positive effects than the verbal planning group on children’s complexity of representation including the theme-relatedness of representation, the elaboration of representation, the variety of representation, and the connectedness of representation of constructive play. The results suggest the educational implication of the video revisiting which is the effective instructional methods to improve children’s representation ability.
참고문헌 (36)
- 박미정, "구성주의에 기초한 점토활동이 유아의 공간능력 및 입체표현능력에 미치는 효과", 석사, pp.2009
- 신은수, "유아의 지식구성을 위한 사전지식의 역할에 대한 논의", 사회과학연구, 5, pp.127~140 (1998)
- 유영의, "교사의 놀이교수 효능감과 유아의 연령에 따른 구성놀이 질의 차이", 아동학회지, 26(6), pp.111~126 (2005), 한국아동학회
- 윤은미, "교사의 상호작용 유형이 유아의 블록구성에 미치는 영향에 관한 연구", 석사, pp.1998
- 지성애, "미술 교수방법이 유아의 표상능력에 미치는 효과", 유아교육연구, 21(1), pp.177~202 (2001)
- Bjorklund, D. F., "Children’s thinking: Cognitive development and individual differences", pp.2005, Wadsworth
- Bruner, J. S., "Child’s talk: Learning to use language" (1983), Norton
- Copple, C., "Fostering young children’s representation, planning, and reflection: A focus in three current early childhood models", Applied Development Psychology, 24, pp.763~771 (2003)
- Edwards, C., "The hundreded languages of children: The Reggio Emilia approach-advanced reflections (2nd ed.)" (1998), Ablex
- Epstein, A. S., "How planning and reflection develop young children's thinking skills", Young Children, 58(5), pp.28~37 (2003)
- Evans, B., "You can't come to my birthday party! Conflict resolution with young children", pp.2002, High
- Forman, G., "Different media, different language, In Reflections on the Reggio Emilia approach", pp.37~46 (1994), ERIC Clearinghouse on Elementary and Early Childhood Education
- Forman, G., "Instant video revisiting: The video camera as s “tool of mind” for young children", Early Childhood Research & Practice, 1(2) (1999)
- Forman, G., "Negotiated learning through design, documentation, and discourse, In The hundred languages of children (2nd ed.)", pp.239~260 (1998), Ablex
- Forman, G, "Wondering with children: The importance of observation in early education", Early Childhood Research & Practice, 7(2) (2005)
- Gardner, H., "다중지능의 이론과 실제" (1998), 양서원
- Harle, A. Z., "Using reflection to increase children’s learning in kindergarten", Young Children, 61(4), pp.101~104 (2006)
- Helm, J. H., "Windows on learning: Documenting young children's work(2nd ed.)" (2007), Teachers College Press
- Hong, S. B, "Instant video revisiting for reflection: Extending the learning of children and teachers", Early Childhood Research & Practice, 5(1) (2003)
- Hong, S. B., "Technology: A tool for knowledge construction in a Reggio Emilla inspired teacher education program", Early Childhood Education Journal, 32(2), pp.87~94 (2004)
- Kostelink, M. J., "Developmentally appropriate curriculum: Best practices in early childhood education" (2007), Prentice Hall
- Krechevsky, M., "Project spectrum: Preschool assessment handbook" (1998), Teachers College Press
- Malaguizzi, L., "History, ideas, and basic philosophy, In The hundred languages of children: The Reggio Emilia Approach-Advanced reflecions(2nd ed.)", pp.49~97 (1998), Ablex
- Moran, M. J., "Moving toward visual literacy: Photography as a language of teacher inquiry", Early Childhood Research & Practice, 7(1) (2005)
- Morrison, G. S., "Early childhood education today" (1995), A Simon & Schuster Company
- Norman, D. A., "생각 있는 디자인: 인간심리에 맞는 디자인" (1998), 학지사
- Piaget, J., "To understand is to invent: The future of education" (1973), Grossman
- Piaget, J., "The psychology of the child" (1969), Basic Books
- Project Zero, "Making teaching visible: Documenting individual and group learning as professional development" (2003), Project Zero
- Scherz, Z., "How to exchange students' images of science and technology", Science Education, 90(6), pp.965~985 (2006)
- Seltz, H., "The power of documentation in the early childhood classroom", Young Children, 63(2), pp.88~93 (2008)
- Swann, A., "The role of media and emerging representation in early childhood", Art Education, 58(4), pp.41~47 (2005)
- Sylva, K., "Conversations in the nursery: How they contribute to aspirations and plans", Language and Education, 6(2), pp.141~148 (1992)
- Trepanier-Street, M., "Multiple forms of representation in long-term projects", Childhood Education, 77(1), pp.18~25 (2000)
- Valkanova, Y., "Enhancing self-reflection in children: The use of digital video in the primary science classroom", Journal of Literacy, 1, pp.42~55 (2004)
- Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press