This study aimed at finding efficient ways to improve field experience learning by grasping the operation of field experience learning programs in public kindergartens, identifying the problems of the programs through analyzing teachers' perceptions of the programs and enhancing the educational mean...
This study aimed at finding efficient ways to improve field experience learning by grasping the operation of field experience learning programs in public kindergartens, identifying the problems of the programs through analyzing teachers' perceptions of the programs and enhancing the educational meaning of the learning.
To this end, the following research questions were addressed.
First, how do teachers perceive the operation of field experience learning in kindergartens?
Second, what are the problems of field experience learning in kindergartens and effective operation methods to invigorate the learning?
The subjects of this study consisted of 200 teachers (including directors) at public kindergartens in Busan Metropolitan City.
The results of the study were summarized as follows.
First, as for administrative support for field experience learning, the opinions of teachers and parents were accepted and sufficient support was given to the teachers in charge of the learning. Furthermore, after field experience learning, an appraisal involving the teachers who had participated the learning was held smoothly and its results were used for a plan for future field experience learning.
Second, as for the operation of field experience learning programs, in order to provide young children with abundant experience and help them to form concepts through concrete experiences to see, hear and feel things directly, the places that were suitable for life themes and interesting and safe for young children were selected as the spots for field experience learning programs.
Third, as for human resources involved in field experience learning, in some cases, a teacher or guide on the field experience learning spot gave a lecture based on the materials he had prepared according to the feature of the spot and program. But in many cases, teachers used various methods to lead young children to freely see and feel things and to gain experiences directly.
Fourth, when planning field experience learning, parents' opinions were asked and then reflected in the plan. When the spot of field experience learning had never been visited, a prior visit to the spot was made or travel information of the spot was gained through the internet or telephone. The plan and learning goal of field experience learning were clearly set, and the prior activity to explain to young children the location of field experience learning, the content they would observe and cautions or to guild the site through photos and pictures was always conducted.
Fifth, public kindergartens carried out field experience learning one or two times a month. They spent enough time preparing for field experience learning, conducted the learning systematically and offered young children enough safety education. Moreover, young children showed lots of interest in field experience learning, displaying aggressive attitudes towards the learning. Furthermore, it was found that field experience learning was effective for the growth and development of young children.
Sixth, parents and young children were satisfied with field experience learning operated by kindergartens. Field experience learning was very much reflected in assessments of educational activities, and the teachers who had participated in the learning assessed it relatively positively.
Finally, a shortage of time for the preparation for field experience learning and thorough prevention for a possible safety incident turned out to be difficult things when planning field experience learning. While conducting field experience learning, teachers cited the high risk of safety incidents due to high student-teacher ratio and their lack of knowledge of the spot of field experience learning as problems. As for the cost of field experience learning, public kindergartens received financial support from the board of education. In order to effectively operate field experience learning, kindergartens believed, they needed the discovery of various field experience learning spots connected with the community, the offering of information, the development of materials, the pursuit of the way to secure assistants and to use voluntary workers, and the development and distribution of class model in connection with field experience learning.
This study aimed at finding efficient ways to improve field experience learning by grasping the operation of field experience learning programs in public kindergartens, identifying the problems of the programs through analyzing teachers' perceptions of the programs and enhancing the educational meaning of the learning.
To this end, the following research questions were addressed.
First, how do teachers perceive the operation of field experience learning in kindergartens?
Second, what are the problems of field experience learning in kindergartens and effective operation methods to invigorate the learning?
The subjects of this study consisted of 200 teachers (including directors) at public kindergartens in Busan Metropolitan City.
The results of the study were summarized as follows.
First, as for administrative support for field experience learning, the opinions of teachers and parents were accepted and sufficient support was given to the teachers in charge of the learning. Furthermore, after field experience learning, an appraisal involving the teachers who had participated the learning was held smoothly and its results were used for a plan for future field experience learning.
Second, as for the operation of field experience learning programs, in order to provide young children with abundant experience and help them to form concepts through concrete experiences to see, hear and feel things directly, the places that were suitable for life themes and interesting and safe for young children were selected as the spots for field experience learning programs.
Third, as for human resources involved in field experience learning, in some cases, a teacher or guide on the field experience learning spot gave a lecture based on the materials he had prepared according to the feature of the spot and program. But in many cases, teachers used various methods to lead young children to freely see and feel things and to gain experiences directly.
Fourth, when planning field experience learning, parents' opinions were asked and then reflected in the plan. When the spot of field experience learning had never been visited, a prior visit to the spot was made or travel information of the spot was gained through the internet or telephone. The plan and learning goal of field experience learning were clearly set, and the prior activity to explain to young children the location of field experience learning, the content they would observe and cautions or to guild the site through photos and pictures was always conducted.
Fifth, public kindergartens carried out field experience learning one or two times a month. They spent enough time preparing for field experience learning, conducted the learning systematically and offered young children enough safety education. Moreover, young children showed lots of interest in field experience learning, displaying aggressive attitudes towards the learning. Furthermore, it was found that field experience learning was effective for the growth and development of young children.
Sixth, parents and young children were satisfied with field experience learning operated by kindergartens. Field experience learning was very much reflected in assessments of educational activities, and the teachers who had participated in the learning assessed it relatively positively.
Finally, a shortage of time for the preparation for field experience learning and thorough prevention for a possible safety incident turned out to be difficult things when planning field experience learning. While conducting field experience learning, teachers cited the high risk of safety incidents due to high student-teacher ratio and their lack of knowledge of the spot of field experience learning as problems. As for the cost of field experience learning, public kindergartens received financial support from the board of education. In order to effectively operate field experience learning, kindergartens believed, they needed the discovery of various field experience learning spots connected with the community, the offering of information, the development of materials, the pursuit of the way to secure assistants and to use voluntary workers, and the development and distribution of class model in connection with field experience learning.
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