생태유아교육 실태에 대한 연구 = (A) Study on actual conditions of eco early childhood education

국문 초록 (Abstract)

본 연구의 목적은 생태유아교육 실태가 어떠하며, 이는 유아교사의 생태유아교육 관련 교과 수강경험, 연수 참여경험, 실천기간에 따라 차이가 있는지를 알아보는 데 있다. 결과는 다음과 같다.
첫째, 생태유아교육의 목적 실현에 대한 실태에 있어, ‘아이행복세상 실현’을 실천하고 있는 유아교사가 가장 많고 그 다음으로 ‘사람공동체의 실현’, ‘생명공동체의 실현’순이었다.
둘째, 생태유아교육의 활동에 대한 실태에 있어, ‘먹을거리 활동’을 실천하고 있는 유아교사가 가장 많았고, 그 다음으로 ‘바깥놀이‘, ’텃밭가꾸기‘, ’세시풍속 활동‘ 생태미술 활동‘을 실천하는 유아교사가 비교적 많은데 비해, ’산책‘, ’노인?아동 상호작용 활동‘, ’명상‘, ’절제?절약 활동‘, ’손끝놀이‘ ’몸짓놀이‘를 실천하고 있는 유아교사는 상대적으로 적었다. 이는 대체로 교과 수강경험이 있는 유아교사들, 연수 참여경험이 있는 유아교사들, 실천기간이 1년 이상 또는 실천기간이 긴 유아교사들 일수록 상대적으로 생태유아교육 활동에 대한 실천을 더 많이 하는 경향성을 보였다.
셋째, 생태유아교육의 교수-학습 방법에 대한 실태에 있어, ‘교육방법’ 및 ‘교육계획 원리’와 ‘교사역할’에 대한 반영은 비교적 잘 적용되고 있으나, ‘일과운영’, ‘공간구성’, ‘교재?교구’, ‘부모교육 및 부모참여활동’에 대한 적용 실태는 상대적으로 낮았다. 이는 대체로 연수 참여경험 있는 유아교사들, 실천기간이 1년 이상 또는 실천기간이 긴 유아교사들 일수록 상대적으로 생태유아교육의 교수-학습 방법에 대한 적용을 더 많이 하는 경향성을 보였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate actual conditions on Eco Early Childhood Education and their differences by the experiences in taking lectures or training courses, and by the period of practice on Eco Early Childhood Education.
For the purpose, the following research questions were established:
1. How are the actual states of the practicing of the goals of Eco Early Childhood Education and do the goals have difference according as their experiences of taking lectures or training courses, and by the period of practice on Eco Early Childhood Education?
2. Which activities have been done for Eco Early Childhood Education and do the activities differ by teachers' experiences of taking lectures or training courses, and by the period of practice on Eco Early Childhood Education?
3. Which teaching-learning methods are utilized and do the methods have differences according as teachers' experiences of taking lectures or training courses, and by the period of practice on Eco Early Childhood Education?
4. How do preschool teachers make an evaluation of Eco Early Childhood Education?
5. What are the difficulties of Eco Early Childhood Education and what is the prerequisite for an active practice of Eco Early Childhood Education?
The subject group of this study was 307 preschool teachers working in the 78 member preschools of the 「(Corporate Juridical Person) Eco Early Childhood Community」. The method of this study was a questionnaire about actual conditions on Eco Early Childhood Education. The questionnaire was designed through a preliminary study and the verification of content validity and inter-item consistency reliability based on the literature review and the study methods used in precedent studies. Data processing methods were calculation of frequency and percentage by item and χ^(2)-test for each item except the multitude answer items to examine the differences by preschool teachers' variables.
The results of this study were as follows:
First, the preschool teachers put 'the realization of children's happiness world' in practice in Eco Early Childhood Education firstly. The next goal they pursue is 'the realization of human-community', and the last is 'the realization of life-community'.
The teachers group having longer period of practice did more Eco Early Childhood Education was relatively active in practicing 'the realization of life-community'. 'The realization of human-community' was relatively active in the teachers group having the experiences of taking lectures and longer period of practice did more Eco Early Childhood Education. 'The realization of children's happiness world' was relatively active in the teachers group having the experiences of taking lectures or training courses, and over 1 year experience of practice.
Second, the most common activity for Eco Early Childhood Education was an ecological food stuffs activity. Many preschool teachers were practicing an outdoor activity, kitchen gardening, an annual customs activity, an ecological art activity, but relatively fewer preschool teachers were practicing an elderly-child interaction activity, a meditation, a temperance?economy activity, a fingertips play, and a gesture play.
There was a meaningful difference by preschool teachers' variables in every activity except a temperance?economy activity, a fingertips play, a gesture play, an ecological art activity. The teachers group having the experiences of taking lectures or training courses, and over 1 year experience of practice or longer period of practice did more Eco Early Childhood Education.
Third, on teaching-learning methods for Eco Early Childhood Education, the education methods, the planning principles and the reflection of teacher's role were well applied, but the operation of daily routine, the space organization, the application of teaching materials and tools, parents education and participation were relatively poor.
There was a meaningful difference in preschool teachers' variables in the education methods, the space organization, the teaching materials and tools, teacher's role, and parents education and participation. The teachers group having the experiences of training courses, and over 1 year experience of practice or longer period of practice applied more the methods for Eco Early Childhood Education.
Fourth, on the evaluation of Eco Early Childhood Education, preschool teachers firstly considered their self-reflection prior to the evaluation of children. As the results of Eco Early Childhood Education, they estimated children had a healthy body and a sound mind, teachers became constant learners to practice Eco Early Childhood Education, parents experienced the change of their family life by getting more opportunities of nature experience, and the community had an opportunity to go together with early childhood institutions.
Fifth, the greatest difficulty in Eco Early Childhood Education was the lack of materials and information for the education program. Next, the conditions to practice Eco Early Childhood Education such as facilities, natural environment and the number of children in each preschool were poor very much. Parents' demand for study-centered education was also one of the difficulties.
Preschool teachers indicated the need of and providing programs and materials were the urgent prerequisites for Eco Early Childhood Education. Next they suggested the necessity for parents education, administrative and financial support from government, and providing more opportunities of teacher training courses

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구 문제 = 4
• C. 용어의 정의 = 5
• D. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• A. 생태유아교육의 목적 = 6
• B. 생태유아교육의 활동 = 7
• C.생태유아교육의 교수-학습 방법 = 18
• D. 생태유아교육의 평가 = 24
• E. 생태유아교육에 대한 실태 = 25
• Ⅲ. 연구 방법 = 29
• A. 연구 대상 = 29
• B. 연구 도구 = 30
• C. 연구 절차 = 33
• D. 자료 처리 = 34
• Ⅳ. 결과 및 해석 = 35
• A. 생태유아교육의 목적 = 35
• B. 생태유아교육의 활동 = 38
• C. 생태유아교육의 교수-학습 방법 = 64
• D. 생태유아교육의 평가 = 78
• E. 생태유아교육 실천의 문제점 및 활성화 방안 = 83
• Ⅴ. 논의 및 결론 = 86
• A. 논의 = 86
• B. 결론 = 101
• C. 제언 = 103
• 참고문헌 = 105
• ABSTRACT = 110
• 부록 = 115