퀸즈랜드 주를 중심으로 한 호주 유아기 환경교육의 맥락적인 배경 및 특성 고찰
Contextual Background and Characteristics of Environmental Education for Early Childhood in Australia Focused on the State of Queensland
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본 연구의 목적은 퀸즈랜드 주를 중심으로 한 호주 유아기 환경교육의 맥락적인 배경 및 특성을 밝히는 것이다. 연구방법은 세 가지로서 관련 문헌과 인터넷 자료의 수집 및 분석, 퀸즈랜드 주의 유아기 환경교육 전문가 면담, 그리고 퀸즈랜드 주 내의 유아기 환경교육현장 참여관찰이다. 분석결과, 퀸즈랜드 주를 중심으로 한 호주 유아기 환경교육의 맥락적인 배경은 ‘교육 전 분야에서 환경교육 중시’, ‘유아교육과정에 지속가능성 반영’, ‘유아교육체제 강화’, ‘유보관리관청의 통합을 통한 일관성 있는 교육 추진’이었다. 그리고 발전과정 상의 특성은 ‘유아기환경교육네트워크 조직을 통한 환경교육 활성화’, ‘국가 차원에서 유아기부터의 환경교육 중시’, ‘유아교육 관계자 연합 노력’, ‘지속가능성 관점 강화’로 나타났으며, 현행 환경교육 운영 상에 나타난 특성은 ‘지속가능성 추구의 프로그램 운영’, ‘기관 전체 접근’, ‘형식적 교육기관 외에도 다양한 기관이 환경교육에 참여’, ‘유아의 지역사회 문제 참여로 시민의식 고양’, ‘구성주의 이론에 기초한 교수학습활동’이었다. 결론적으로 우리나라 환경교육도 지속가능발전 관점에서 ‘유아기를 시작 시점으로 한 환경교육’으로 강화되어야 하며, 이를 위해 형식적 교육기관에서의 환경교육을 넘어서 지역사회의 다양한 기관, 단체, 그리고 관계자들이 함께 노력하여야 한다.
Abstract
This study clarifies the contextual backgrounds and characteristics of environmental education for early childhood in Australia, focused on the state of Queensland. This study uses three methods: analysis of related literature and internet materials, interviews with environmental education specialists, and field observation in Queensland state. The analysis of contextual backgrounds shows the following: 1) overall emphasis on environmental education in all education levels; 2) reflection of sustainability in early childhood curriculum; 3) strengthening the system of early childhood education; and 4) maintaining consistency in education through integration of government offices. Moreover, this study determines the characteristics of the developmental process as the following: 1) activation of environmental education by organizing networks; 2) emphasis on environmental education from early childhood at a national level; 3) united efforts from the related personnel in the early childhood education field; and 4) emphasis on the perspective of sustainability. The characteristics of current environmental education are determined to be the following: 1) administration of program focusing on sustainability; 2) a whole setting approach; 3) participation of various institutions in environmental education in addition to formal educational institutions; 4) raising preschool children's awareness as citizens through participation in local social issues; and 5) teaching and learning activities based on constructivism. In conclusion, to maintain the sustainability of Korean environmental education, it is suggested that environmental education begin in early childhood, and every related institution, organization, and concerned party in the community should join forces with formal education institutions.
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