입체표현활동에서 나타나는 유아의 또래 간 교수-학습에 관한 현상학적 연구
A Phenomenological Study on Peer Tutoring-Learning in the Process of Young Children's Modeling
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In recent years, the importance of interactions with others in children's artistic development has gained more attention from researchers. For a long time, in the field of art education, the focus of studies on child art has been mainly on child and his/her art product. Relatively it has been not considered seriously what happens in the process of child's art making. In fact, however, in the process of making art, children have various types of interactions with others including adults and other children and their art-making can be affected by these interactions significantly. Therefore, in order to understand child art more in-depth, it needs to study how children interact with others while they make art and how these interactions function in children's artistic development. Among various types of interactions with others, interactions with peers can play an important role in children's artistic development. In the art-making process, peer tutoring and learning often happen and it has been known that the effect of it, sometime, is more powerful than that of tutoring and learning between adults and children. In this study, it was investigated peer tutoring and learning by two young children, Rin and Chae, in the process of modeling using phenomenological research method. Through analyzing the data from observations, it was attempted to understand the characteristics and methods of peer tutoring and learning in the process of two children's modeling. Different types of peer tutoring-learning occurred according to change of body, time, space and relationship. The result of this study shows the followings: Modeling is a very useful art activity which children can share peer tutoring-learning experiences. Peer tutoring-learning appears through various processes and in different ways. It can be categorized in two types: (1)Passive and indirect peer tutoring-learning(naming, showing work to others, inner-direction tutoring-learning, acknowledgment and agreement to partner) and (2)Active and direct peer tutoring-learning(comment, suggestion, explanation, order, demonstration to partner). Moreover, the body of child is major means for peer tutoring-learning, and peer tutoring-learning shows signs of time change. Peer tutoring-learning is also affected by space and relationship with partner as well.
Abstract
In recent years, the importance of interactions with others in children's artistic development has gained more attention from researchers. For a long time, in the field of art education, the focus of studies on child art has been mainly on child and his/her art product. Relatively it has been not considered seriously what happens in the process of child's art making. In fact, however, in the process of making art, children have various types of interactions with others including adults and other children and their art-making can be affected by these interactions significantly. Therefore, in order to understand child art more in-depth, it needs to study how children interact with others while they make art and how these interactions function in children's artistic development. Among various types of interactions with others, interactions with peers can play an important role in children's artistic development. In the art-making process, peer tutoring and learning often happen and it has been known that the effect of it, sometime, is more powerful than that of tutoring and learning between adults and children. In this study, it was investigated peer tutoring and learning by two young children, Rin and Chae, in the process of modeling using phenomenological research method. Through analyzing the data from observations, it was attempted to understand the characteristics and methods of peer tutoring and learning in the process of two children's modeling. Different types of peer tutoring-learning occurred according to change of body, time, space and relationship. The result of this study shows the followings: Modeling is a very useful art activity which children can share peer tutoring-learning experiences. Peer tutoring-learning appears through various processes and in different ways. It can be categorized in two types: (1)Passive and indirect peer tutoring-learning(naming, showing work to others, inner-direction tutoring-learning, acknowledgment and agreement to partner) and (2)Active and direct peer tutoring-learning(comment, suggestion, explanation, order, demonstration to partner). Moreover, the body of child is major means for peer tutoring-learning, and peer tutoring-learning shows signs of time change. Peer tutoring-learning is also affected by space and relationship with partner as well.
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