한국 최초의 숲유치원에서의 자유놀이가 유아의 창의성에 미치는 영향 : 인천대학교 숲유치원을 중심으로 = Impact on the child's creativity of Free play in the Korea's first Forest kindergarten : Case of Incheon University Forest Kindergarten

국문 초록 (Abstract)

이 연구는 숲유치원에서의 자유놀이가 유아의 창의성에 미치는 영향을 알아보는데에 그 목적이 있으며 이 연구에서 설정된 연구문제는 다음과 같다.

가. 숲유치원에서의 자유놀이 경험을 한 집단(실험집단)과 그렇지 않은 집단(비교집단)의 유아의 창의성은 차이가 있는가?


가-1. 실험집단과 비교집단 사이에 유창성은 차이가 있는가?
가-2. 실험집단과 비교집단 사이에 독창성은 차이가 있는가?
가-3. 실험집단과 비교집단 사이에 개방성은 차이가 있는가?
가-4. 실험집단과 비교집단 사이에 민감성은 차이가 있는가?

위 연구문제를 검증하기 위해 인천대학교 숲유치원에 재원중인 만 4-5세 22명을 실험집단으로 하고, A유치원 만 4-5세 22명을 비교집단으로 하여 그 차이를 검증하였다.
검사도구는 전경원의 유아 도형창의성 검사(K-FCTYC)를 사용하였으며, 실험기간은 2010년 6월 1주 ～ 10월 4주까지 5개월간 정해진 매일 이루어지는 자유놀이로 실시되었다.
이 연구에서는 숲유치원에서의 자유놀이가 유아의 창의성에 미치는 영향을 알아보기 위하여 SPSS statistics 19를 사용하여 독립표본 t-test를 실시하였고, 통계적 유의도 수준은 p<.05로 설정하였다.

이 연구를 통해 얻은 결과는 다음과 같다.

첫째, 숲유치원에서 자유놀이를 한 유아들의 유창성을 살펴본 결과 숲유치원에서의 자유놀이는 유창성이 향상된 것으로 나타나 통계적으로 유의미하였다.
둘째, 숲유치원에서 자유놀이를 한 유아들의 독창성을 살펴본 결과 숲유치원에서의 자유놀이는 독창성에 영향을 주어 평균점수가 향상되었지만 그 값이 미미하여 통계적으로 유의미하지 못하였다.
셋째, 숲유치원에서 자유놀이를 한 유아들의 개방성을 살펴본 결과 숲유치원에서의 자유놀이는 개방성에 영향을 주어 평균점수가 큰 폭으로 향상되었지만 비교집단과 비교하였을 때 향상된 값이 통계적으로 유의미하지 못하였다.

넷째, 숲유치원에서 자유놀이를 한 유아들의 민감성을 살펴본 결과 숲유치원에서의 자유놀이는 민감성이 향상된 것으로 나타나 통계적으로 유의미하였다. 특히 민감성의 경우 비교집단과 비교하였을 때 매우 큰 차이를 보이며 뛰어난 것으로 나타났다.

위의 결과는 숲유치원에서 이루어지는 자유놀이가 유아의 창의성 발달에 긍정적인 영향을 미친다는 것을 보여주고 있다.

다국어 초록 (Multilingual Abstract)

ABSTRACT

Impact on the child's creativity of Free play
in the Korea's first Forest kindergarten
- Case of Incheon University Forest Kindergarten-


Kim yeon
Major in Early Childhood Education
Graduate School of Education
University of Incheon


This purpose of this study was to examine what Impact on the child's creativity of Free play in the Korea's first Forest kindergarten. In order to achieve this purpose of this study, the following research questions were set.

1. Is there any difference of infant's creativity items between the group(experimental group) which performed the experience free play in the woods and the other group(comparison group) which didn't perform these activities?


1-1. Is there any difference of infant's fluency among the sub-categories of the creativity between the experimental group and comparison group?
1-2. Is there any difference of infant's originality among the sub-categories of the creativity between the experimental group and comparison group?
1-3. Is there any difference of infant's openness among the sub-categories of the creativity between the experimental group and comparison group?
1-4. Is there any difference of infant's sensibility among the sub-categories of the creativity between the experimental group and comparison group?

To verify the above research questions, Incheon University Forest Kindergartner 4-5 year old infants attending in the experimental target groups, and regular kindergartner 4-5 year old infants attending in the a controlled groups, each with 22 persons infants, respectively.
The process of this study was progressed from pre-test of experimental group and control group, the experimental treatment, and post-test, and data processing in order.
Infants and shape of test tool jeongyeongwon creativity test (K-FCTYC) were used Experimental period of one week to 10 June 2010 4 weeks to 5 months of free play every day has been conducting.
In this study, the collected data for this study was processed through the SPSS(Statistical Package for Social Science) 19.0 Program.



The results obtained from this study are as follows.

First, the forests of free play in kindergarten fluency of a child free play in kindergarten a result of examining the forest appears to be enhanced fluency was statistically significant.
Second, the forest kindergarten children in the free play of a forest, a result of examining creativity and free play in kindergarten have an effect on the average score of originality, but its value is insignificant improvement was not statistically significant.
Third, the forest kindergarten children in the free play of a result of examining the openness and free play in kindergarten forest openness affected the average score given by the comparison group was significantly improved when compared with enhanced value was not statistically significant .
Fourth, the forest kindergarten children in the free play of a forest, a result of examining the sensitivity of free play in kindergarten appears to be an enhanced sensitivity were statistically significant. Particularly sensitive when compared with the comparison group showing significant differences were excellent.

As a result, the forest is the free play of children in kindergarten made a positive impact on the development of creativity as Proficient.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론
• 1. 연구의 필요성 ·······························································1
• 2. 연구의 목적 ·································································4
• 3. 연구 문제 ·····································································5
• 4. 용어의 정의 ··································································5
• Ⅱ. 이론적 배경
• 1. 숲유치원 ······································································7
• 2. 유아의 놀이 ································································14
• 3. 창의성 ·······································································21
• 4. 유아놀이와 창의성의 관계 ················································24
• 5. 선행 연구 고찰 ·····························································26
• Ⅲ. 연구 방법
• 1. 연구 대상 ···································································27
• 2. 연구 설계 ···································································28
• 3. 연구 도구 ···································································28
• 4. 연구 절차 ··································································32
• 5. 자료 처리 ··································································35
• Ⅳ. 결과 및 해석
• 1. 숲유치원에서의 자유놀이와 창의성 ······································36
• 2. 관찰을 통한 창의적 놀이 사례 ···········································47
• Ⅴ. 논의 ········································································52
• Ⅵ. 요약 및 결론
• 1. 요약 ·········································································53
• 2. 결론 및 제언 ·······························································55
• ※참고문헌
• ※영문초록
• ※부록