유아-교사 관계 변화에 대한 유아와 교사의 인식 탐색
Investigation of children and a teacher’s perceptions on changes in their relationships
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본 연구의 목적은 유아와 교사의 관계 변화에 대한 이들의 인식을 탐색하는 것이다. 이를 위해만 5세 자연반 유아 3명과 교사 1명을 대상으로 하여 2019년 3월부터 10월까지 참여관찰과 면담을 실시하였다. 수집된 자료를 분석한 결과, 시간의 흐름에 따라 관계의 변화를 드러내면서, 각 유아-교사 관계에서상이한 특성 및 유아-교사 관계 변화에 대한 유아와 교사 간에 인식 차이가 발견되었다. 구체적으로 각유아-교사별 관계에 대한 인식과 변화 과정에 따라 ‘함께 키워가기’, ‘갈등 극복하기’, ‘거리 좁혀가기’의특성이 나타났으며, 이를 통해 유아-교사 관계는 이원적인 구조로서 비대칭적으로 형성된다는 점을 확인할수 있었다. 본 연구의 결과는 유아-교사 관계에 대한 유아와 교사의 생각과 관점을 균형 있게 드러내어관계의 상호성을 강조함으로써 유아-교사 관계를 바라보는 관점 전환의 필요성을 제안하였다는 점에서 의의가 있다.
Abstract
The purpose of this study is to explore the perceptions of children and a teacher on the changes in their relationships. This study conducted observations of and interviews with 3 five-year-old children and a teacher from March to October of 2019. The results of the study revealed changes in the relationships over time, as different characteristics in each child-teacher relationship and differences in perceptions of the change in the child-teacher relationship were identified. Specifically, themes were emerged including ‘growing together’, ‘overcoming conflict’, and ‘narrowing the distance’. It was confirmed that the children-teacher relationship is dyadic in structure and is formed asymmetrically. The results of this study are significant in that they suggest the necessity of shifting the perspective of the children-teacher relationship by emphasizing the reciprocity of the relationship as well as simultaneously revealing the children’s and teacher's thoughts and perspectives on the children-teacher relationships.
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