유아기 사회성 발달을 위한 교육공간 특성에 관한 연구
A Study on the Characteristics of Educational Space for Early Childhood Social Development
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(연구 배경 및 목적) 학교는 단순히 지식만을 전달하는 역할에서 나아가 인간의 사회성 형성과 발달에 중요한 장소로 작용한다. 그러나 오늘날 세계적으로 사회 구조의 변화는 전통적인 방식의 또래문화가 형성되기 어려운 사회적 분위기로 인해 사회성 발달을 기대할 수 있는 감정 조절 능력이나 타인의 고통과 감정에 대한 공감 능력 발달에 문제를 보인다. 이는 각종 미성년의 사회 범죄의 증가와 범죄 나이가 낮아지는 문제로 나타나며, 이후 사회 구성원으로서의 사회성 발달의 부족 현상으로 이어질 수 있다. 이에 본 연구는 융합적, 창의적, 소통적, 이타적 사고를 하는 건강한 사회 구성원을 함양하기 위한 교육환경의 설계 요구기준을 분석하여 제시하고자 한다. (연구 방법) 유아기 아동의 교육공간 설계를 위한 연구의 방법은 다음과 같다. 첫째, 문헌 고찰을 통해 사회성 발달의 개념과 유아 교육환경의 발전 추세를 분석하여 유아의 사회성 발달을 촉진하는 환경적 요소와 유아교육에 적합한 공간적 특성을 도출하였다. 둘째, 두 연관성을 분석하여 사회성 발달을 촉진하는 유아교육 공간의 6가지 특성과 구체적인 분석항목을 도출하였다. 마지막으로 서울특별시교육청 2018년 제공한 <서울교육공간플랜> 프로젝트에서 제시된 유아교육 기능을 지닌 4가지 공간 사례를 평가하여 종합적으로 분석 및 평가하였다. (결과) 사례를 종합적으로 분석하여 사회성 발달 촉진하는 유아교육공간의 특성은 ‘다의성(Polysemy)’, ‘안락성(Comfort)’, ‘자율성(Autonomy)’, ‘유희성(Playfulness)’, ‘유도성(Inductiveness)’, ‘체험성(Experience)’의 6가지 항목으로 도출하였다. (결론) 본 연구를 통해 유아기의 심리적 안정감과 집단적 소속감을 인식할 수 있는 학습 환경 조성이 중요하다는 사실을 확인하였다. 따라서, 유아의 자율성과 유능감을 다양하게 체험할 수 있는 생활공간으로 설계되어야 한다. 마지막으로 유아의 또래 집단 간에 관계를 자연스럽게 형성할 수 있는 놀이 장소가 필요하다. 이와 같은 유아 교육공간의 설계 요구기준은 어린이들이 건강한 사회 구성원으로서 성장할 수 있도록 필수적인 사회적 개념과 기능을 습득할 수 있도록 돕는 역할로 공간적 의의가 있다. 본 연구를 바탕으로 향후 유아 학습 환경 설계전략에 대한 보다 심층적인 후속 연구를 기대한다.
Abstract
(Background and Purpose) Schools play an important role in the formation and development of human sociality and extend beyond simply conveying knowledge. However, owing to the social atmosphere in which traditional peer culture is difficult to form, changes in the social structure today show a problem in the development of the ability to control emotions that can be expected through social development or the ability to empathize with the pain and emotions of others. This appears to be linked to increasing social crimes against various minors and the decreasing age of crimes, which can later lead to a lack of social development as a member of society. Therefore, this study aims to analyze and present the design requirements of an educational environment to cultivate healthy members of society with convergent, creative, communicative, and altruistic thinking. (Method) The research method for designing spaces for early childhood education was as follows. First, through a literature review, the concept of social development and the development trend of early childhood education environments were analyzed to derive environmental factors that promote the social development of young children and spatial characteristics suitable for early childhood education. Second, by analyzing these two relationships, six characteristics of early childhood education spaces that promote social development and specific analysis items were derived. Finally, four spatial cases with early childhood education functions presented in the Seoul Education Space Plan project provided by the Seoul Metropolitan Office of Education in 2018 were evaluated and analyzed comprehensively. (Results) By comprehensively analyzing cases, the characteristics of early childhood education spaces that promote social development were derived into six items: “Polysemy,” “Comfort,” “Autonomy,” “Playfulness,” “ Inductiveness,” and “Experience.” (Conclusions) This study confirmed the importance of creating a learning environment that can recognize the psychological stability and collective belonging of infants. Therefore, it should be designed as a living space in which children can experience various feelings of autonomy and competence. Finally, there is a need for playgrounds where children’s peer group relationships can be formed naturally. The design requirements of such early childhood education spaces hold spatial significance as they help children acquire essential social concepts and skills to grow as healthy members of society. Based on this study, we look forward to more in-depth follow-up research on the design strategy of early childhood learning environments.
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