Borich 분석으로 본 숲유치원의 유치원생과 학부모 경관인식 차이

Abstract

Rapid urbanization and environmental shifts have intensified the disconnection between urban dwellers and natural environments, raising concerns about the implications for cognitive and emotional development (Lee & Lim, 2022). Forest kindergartens, emphasizing nature-based experiential education, have been recognized as effective alternatives for reconnecting children with nature (Shin & Kim, 2020). This study examines the satisfaction and importance of experiential landscapes within a forest kindergarten, comparing the perceptions of kindergartners and their parents through a survey of 178 children and 128 parents. Using Borich’s Needs Assessment and Importance-Performance Analysis (IPA), the study identified high-priority areas for improvement in forest kindergarten design. Previous studies have highlighted the role of forest environments in fostering creativity, problem-solving skills, and emotional stability in children (Park et al., 2016), while also serving as an educational platform promoting sustainable living practices (Seo, 2019). The findings revealed that kindergartners value play-oriented and nature-immersive experiences, whereas parents place greater importance on safety and educational outcomes (Kim & Lee, 2021). High-priority improvements included facilities such as “rope playgrounds” and “creative imagination spaces,” aligning with findings that highlight the role of tailored environments in meeting diverse user needs (Choi et al., 2018). By proposing strategies for enhancing both the educational and ecological value of forest kindergartens, this study provides a foundation for sustainable development in nature-based early childhood education.