포토보이스를 통해 살펴본 예비유아교사의 아동기 권리존중 경험과 의미
Exploring Preservice Teachers’ Experiences in Their Childhood Education in Relation to Children’s Rights A Photovoice Approach
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Objective: Using the photovoice research method, we reveal and analyze prospective early childhood teachers' experiences of respecting children's rights through photographs and seek educational measures to practice the respect of children's rights. Methods: A photovoice research method was conducted targeting 12 second-year students in the Department of Early Childhood Education, and the collected photos and explanations were processed according to the six-step thematic analysis method proposed by Braun and Clarke (2006). Results: The prospective early childhood teachers' childhood rights experiences were organically connected and influenced each other, and due to adults' incorrect perception, they were unable to fully enjoy the rights granted to them as independent individuals. Conclusions: First, children's rights education provided to prospective early childhood teachers should move away from theory-centered education and provide an education program that promotes human rights sensitivity to discover and solve rights violations in everyday life. Second, a facilitation skill acquisition program that promotes children's problem-solving process should be provided along with a human rights sensitivity enhancement program.
Abstract
Objective: Using the photovoice research method, we reveal and analyze prospective early childhood teachers' experiences of respecting children's rights through photographs and seek educational measures to practice the respect of children's rights. Methods: A photovoice research method was conducted targeting 12 second-year students in the Department of Early Childhood Education, and the collected photos and explanations were processed according to the six-step thematic analysis method proposed by Braun and Clarke (2006). Results: The prospective early childhood teachers' childhood rights experiences were organically connected and influenced each other, and due to adults' incorrect perception, they were unable to fully enjoy the rights granted to them as independent individuals. Conclusions: First, children's rights education provided to prospective early childhood teachers should move away from theory-centered education and provide an education program that promotes human rights sensitivity to discover and solve rights violations in everyday life. Second, a facilitation skill acquisition program that promotes children's problem-solving process should be provided along with a human rights sensitivity enhancement program.
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