1994∼5학년도 서울교대 신입생의 실태조사 결과분석

곽노의 서울敎育大學校 學生生活硏究所 1995 學生生活硏究 Vol.21 No.-

Frobel의 敎育的인 장난감인 공(Ball)에 關한 一硏究

郭魯儀 서울 敎育大學校 1987 論文集 Vol.20 No.-

한국 유아교육·보육의 통합방안 모색

곽노의 韓國敎員大學校 敎育硏究院 2007 敎員敎育 Vol.23 No.3

幼稚園 및 國民學校 敎師들의 敎育信念에 關한 調査硏究

郭魯儀 서울敎育大學校 學生生活硏究所 1991 學生生活硏究 Vol.17 No.-

北韓의 就學前 敎育에 關한 一考察

郭魯儀 서울敎育大學校 1986 論文集 Vol.19 No.-

幼稚園과 國民學校에서의 開放學級에 대한 一考察

郭魯儀 서울敎育大學校 學生生活硏究所 1990 學生生活硏究 Vol.16 No.-

유아교육과정 개편방향

곽노의 강원유아교육학회 2006 학술대회 Vol.2006 No.1

프뢰벨과 듀이의 유아교육사상 비교

곽노의 中央大學校 韓國敎育問題硏究所 1990 韓國敎育問題硏究所論文集 Vol.- No.6

This study compared Froebel's and Dewey's educational theory In 1840 Friedrich Froebel had established the kindergarten at Thurigen and in 1860 Froebel's kindergarten had opened by Elizabeth peapody(1804~1894) at American. In 1896 John Dewey had established his famous laboratory school at the university of chicage. He paid homage to Froebel when he stated that his school should be regarded as an exponent of Froebel's educational philosophy, insofar as the radical principles of cooperative living, instinctive spontaneous activities, organized through the function or use, made of these activities in cooperating living, correctly represented the spirit of Froebel. he wished this kind of "kindergarten attitude" to prevail throughout his school and apply to children of twelve as well as four. In the Elementary School Record for 1900, which contains Dewey's main statement about the kindergarten, Dewey said that he believed that Froebel would have been the first to welcome the growth of a more extensive psychology and also would availed himself of its result to reintepret his activities. Through the sequence of Gifts and Occupations, Froebel had made his generation aware that children's plays were not merely trivial, but essential factors in their growth. Dewey himself could, however, not see any evidence that Froebel meant that only these plays had meaning. In play activities, said Dewey, it is the psychological and not the logical continuity, as stressed by the orthodox kindergarteners, which has value. Play can not be identified with anything that the child does externally, but designates his mental attitude. With Dewey's pragmatic attitude, he was particularly critical of the Froebel's Symbolic use of the Gifts within the context of Romantism. Dewey said Froebel's Symbolism was the product of "inadequate knowledge" of the physiological and psychological principles of child growth. For this reason Froebel had to resort to "strained and artificial explanations" of the value attaching to the materials. The reality symbolized in the child's play, must emphasized Dewey, lie within the child's own appreciation. He developed an unambitious program in the sub-primary of his laboratory school. The home and neighborhood life offered material for a curriculum, which was in a direct and real relationship to the child. From Dewey's non-idealistic standpoint, "unity" and "diversity" were within the very subject matter of home and community life. Dewey came to emphasized an industrial program, based on his social theory of education, Froebel's kindergarten curriculum consisted of Gifts and occupations, Song and game, gardening. Dewey's sub-primary curriculum also consisted of such daily tasks for the children as setting the tables and washing the dishes, out door play and gardening. The outdoor play and gardening were suggested by Froebel, but often excluded for the orthodox kindergarten. Froebel's kindergarten principles was the background of Dewey's sub-primary. With the pragmatic views, Dewey had reconstructed newly in his sub-primary Froebel's kindergarten with the romantic views.

□도르프유치원 교육이론과 활동

곽노의 한국유아교육학회 1996 유아교육연구 Vol.16 No.1

도르프유치원에서는 슈타인너의 안드로포소피적 인간학에 기초하여 전인적인 인간교육을 추구하고 있다. 출생에서 7살까지를 물리적 신체의 탄생기간으로 보고 감각적인 실제경험을 통한 학습을 강조한다. 이 기간의 학습의 기본 형태는 모방이다. 어떤 행동 방식을 강요하지 않고 어린이들의 개성을 존중한다. 유치원에서 가능한 한 상품화된 놀이감은 사용하지 않고, 자연적이고 꾸밈없는 원형 그대로의 것들을 사용하여 유아의 상상력을 자극하고 촉진하려고 한다. 학교 운영은 교사와 학부모의 집중적인 공동 협력을 통하여 이루어진다. Waldorf kindergarten education is based on Austrian, Rudolf Steiner's(1861-1925) philosophy, Anthroposophie. The principle concern of Anthroposophie is for children to learn through direct sensory experiences. Anthroposophie posits threefold sections(die Dreiheit) : form, life, and consciousness. These also can be formulated in threefold World sections(die Weltdreiheit) : space, time, and eternity. These in turn can be experienced through the human threefold structure(die Dreigliederung) : body, mind, and spirit. Steiner thought that society should be organized into threefold orders: political life, economic life, and cultural life. These exist together in reciprocal interdependence. Freedom is needed for political life, equality for economic life, and fraternity for cultural life. Waldorf kindergarten aimed at education of the whole child. It critisized intellectually-oriented education as one-sided. The education of the whole child, of body, mind, and spirit is a fundamental principle of Waldorf kindergarten. Steiner's Anthroposophie was based on his developmental theory. According to him, human beings have a seven-year rhythm. The first developmental phase lasts until the age of seven. Children at this phase learn through direct sensory experiences. Their basic form of learning is imitation. Teachers do not force the children to do any activity. They respect children's own individuality and stimulate children's inner-imitation learning. In this kindergarten, manufactured toys are forbidden as much as possible. All learning materials are natural and have their original form. They are deliberately simple in order to stimulate children's imagination. Modern technological tools of civilization such as TVs and computers are not used. Also it is managed cooperatively teachers and parents.

북한 의무교육제도와 보육제도

곽노의,이용자 한국유아교육학회 2006 유아교육연구 Vol.26 No.5

This paper explores the educational system in North Korea in order to draw on points of discussion for educational reform in the South Korean system. Currently in South Korea, primary education begins at Grade 1 at age 6; kindergarten remains an optional pre-school level which only children of families who can afford and choose to opt, attend. In North Korea, however, mandatory education from age 5 has been institutionalized throughout the nation since 1 September 1975 when the 'Our Socialism' doctrine established the 11 year obligatory education system. North Korea has placed a strong focus on education of its people as part of its efforts to raise 'revolutionary new men of loyal self-reliance'. Education became a tool by which the government could assume control over the masses and solidify its communist propaganda. Further changes in the Cultural Educational Laws made in the 1990s further supplement this focus. While this paper does not espouse the introduction of mandatory education in South Korea at the kindergarten level for the same purpose as North Korea's aim to indoctrinate the nation, it provides the North Korean model as a point of discussion for future reform in the South Korean educational model whereby a solid educational foundation from the kindergarten level is accessible to all children, despite their economic status. The South Korean system should consider adopting mandatory education from the kindergarten level instead of the current situation whereby families who can afford to send their children to pre-school (kindergarten) in order to gain advantage in the competitive educational environment. 본 연구에서는 북한의 의무교육제도와 보육제도를 고찰함으로써 향후 통일과정에서 통합된 유아교육학제를 만드는 데 기초 자료를 얻고자 하였다. 북한에서의 교육은 북한정권의 창건과 함께 강조되어 왔으며, 나라의 흥망과 민족의 장래 운명을 결정하는 중요한 사업이므로 전국가적, 전사회적 사업으로 교육법에 규정하고 있다.북한은 사회주의제도의 핵심 및 성공모델로 의무 교육제도를 독창성과 우수성에 대하여 자랑하고 있다. 1975년 9월 1일 ‘우리식 사회주의’ 이념에 기초하여 11년제 의무교육을 전면 시행하고, 5세아의 유치원교육을 의무화 하였다. 북한은 ‘충직한 주체형의 혁명적 새 인간’ 양성을 목적으로 1976년 4월 29일에 어린이보육교양법을 제정공포하고 육아 및 유아교육문제를 국가사회가 해결하는 기틀을 마련하였다. 사회 육아를 통해 여성이 자녀 양육에 소모되는 시간과 노력을 사회노동력으로 환원시킬 수 있어야 한다는 것과 어릴 적부터 집단교육을 통해 주체사상을 학습시켜야 한다는 조기교육의 기본원리를 채택한 것이다. 1990년 들어서면서 급격한 대내외적 환경의 변화와 함께 김정일 체제 출범 이후 북한 법령은 빠르고 새롭게 정비되어, 1999년 3월 4일 어린이보육교양법이 수정보충되면서 그 내용과 폭을 넓혀 교육부분에 변화를 반영하고 있다.