부모-교사 협력 기반의 영아 환경교육에 관한 실행연구

Abstract

This study aimed to explore practical ways to implement environmental education for infants through action research based on parent-teacher collaboration and to explore the changes that emerged through the implementation process. The study was conducted at D Daycare Center in S City for approximately 10 months, from March to December 2024. Eleven two-year-old infants, their parents, and two homeroom teachers participated. Using action research methods, the study underwent three cyclical stages of planning, implementation, evaluation, and reflection. The first implementation focused on the first step toward home-daycare collaboration, the second on strengthening parent-teacher collaboration, and the third on restructuring that collaboration through regular communication. The results showed that parent-teacher collaboration played a crucial role in enhancing environmental awareness in infants, parents, and teachers, fostering a sense of respect and protection for the environment, and fostering eco-friendly lifestyle habits. Furthermore, regular communication and sharing of activities went beyond simple information exchange and contributed to the formation of a cooperative relationship in which participants jointly created the curriculum as the main actors in implementing education. This served as an important foundation for the continuation of cooperation and the establishment of a foundation of mutual trust. This study suggests the importance of parent-teacher collaborative practice and provides a collaborative model for implementing environmental education for infants as basic data for early childhood education settings and follow-up research.