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이수남,오연주 안양대학교 인문과학연구소 2001 人文科學硏究 Vol.9 No.-
The purpose of this study was interested in the inter-cultural relation of play participants through the block of the young children, and tried to find out the rule of the play in social system and their experiences of the young children. This study inverstigated how the young children solve their problems through the block play, how they communicate, how the symbolic play is developed, and how behavior patterns of children are categorized. The rules were as follows : 1. The symbolic play was developed with the types of block play. 2. The small things - dinosaurs mode, insects mode - were important role to develop the symbolic play of the young children. 3. Children were interested in making stages for symbolic play rather than doing symbolic play. 4. The structure of paper block had not only provided the stage of the symbolic play but also related the structure of story-telling. 5. There were moral rules of children in their play.
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유치원의 조형활동에서의 모던아트기법의 적용실태에 관한 연구
이수남 안양대학교 1995 논문집 Vol.15 No.-
A Child's ability of art is related with his or her ability of nonverbal expressions and therefore, this ability can not be improved by the rote memorization of knowledge or the acquisition of specific technical skills. The nature of young children's art is not in copying gook adult-like works but in expressing children's own feeling through various careative activites such as seeing, listening, and touching materials. Therefore, art education for young children should assist children to have interest in expression activities and to express their own feeling without any restrications. In addition, children should be allowed to enjoy art activties in the free environment in that they enjoy the process itself in activties rather than results of the activties. The purpose of this study were to analyze the relationship between the Modern Art technique and young children's activties of creative expression and to discuss how the Modern Art technique were reflected in the kindergarten curriculum which developed by the Ministry of Education. Following the brief review of theoretical background and related research, the practices of creative expression in preschools were surveyed in this study. The results showed that there was a positive relationship between young children's creative expression activties in preschools and the degree of application of the Modern Art technique in terns of children's preference of the kinds of activties.
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이수남(Lee, Soo nam) 한국유아교육·보육복지학회 2010 유아교육·보육복지연구 Vol.14 No.3
본 연구는 급속도로 증가하고 있는 우리나라의 다문화 가정에서 발생되는 다양한 교육적 문제들(또래관계형성에 어려움을 나타내기도 하고, 사회적 놀이를 주도하지 못하거나, 유아교육기관에서 어떤 문제 상황에 부딪혔을 때 회피하거나 교사에게 기대려고 하는 의존적 경향)을 진단하고 그 해결방안을 모색하는 방안 중 하나로 피라미드 프로그램을 소개하는데 목적이 있다. 이 프로그램은 네델란드 암스텔담에서 Kuyk(2003)에 의해 개발된 것으로 2세 반에서 6세까지의 유아를 대상으로 친밀감, 확장하기, 아동주도, 교사주도의 개념을 피라미드처럼 촘촘히 구성한 교수·학습방법이다. 이 프로그램은 선행 연구에서 낙후된 환경과 이민자 가정 출신의 자녀들에게 적용하였을 때 언어 발달과 또래 관계 형성에도 효과적이라는 결과를 나타내었다. 이에 이 연구에서 다문화 가정의 자녀를 위한 교수·학습방법으로 Pyramid Method를 국내에 소개하여 다문화 가정의 유아들이 유아교육 현장에서 잘 적응하고 나아가 한국 사회의 구성원으로서 역할을 수행하는데 일조하고자 한다. 연구방법은 문헌연구 방법을 택하였다. This article explores Pyramid Method of early childhood education which is effective program to provide the sense of stability, language development and peer relationship. The basic concepts of Pyramid method are described such as nearness, distance, the child's initiative and the teacher's initiative. The basic concepts are inter-related and common in aspects of pedagogic and educational aspects. Pyramid Method adopts and develops from the positive results of Piaget and Vygotsky theories. Pyramid Method includes a new language approach in order to enhance children's ability of preschool or pre-kindergarten or kindergarten who are in low social-economic class and immigrant family. Pyramid Method includes three elements of intelligence which enhance development of young children such as cognitive, emotional, and physical intelligences. Levels of action of thinking are divided into creative level and meta-cognitive level. Play and initiative learning as child initiative are described as Pyramid method. Project and sequential programs as teacher initiative are described as Pyramid method. Program evaluations of Project Method are discussed such as internal evaluation which examine each child development individually and external evaluation which includes national experiment and Amsterdam experiment.
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