본 연구는 공동체의식 함양을 위한 숲놀이활동이 유아의 공동체의식 증진과 그 하위요소인 친밀․소속의식, 정서의식, 상호․공공의식, 참여의식 증진에 효과가 있는지를 알아보기 위하여 실시되었다.
본 연구는 연령분포와 생활정도가 비슷한 만 5세 유아를 실험집단과 통제집단으로 선정하였으며, 실험집단은 주 2~3회 1일 2시간씩 15회기에 걸쳐 숲놀이활동을 실시하였고 통제집단은 만 5세 누리과정에 따라 활동을 실시하였다.
검사도구는 이종향(2013)이 고안한 만 5세 유아의 공동체의식 측정도구를 사용하였다.
본 공동...
본 연구는 공동체의식 함양을 위한 숲놀이활동이 유아의 공동체의식 증진과 그 하위요소인 친밀․소속의식, 정서의식, 상호․공공의식, 참여의식 증진에 효과가 있는지를 알아보기 위하여 실시되었다.
본 연구는 연령분포와 생활정도가 비슷한 만 5세 유아를 실험집단과 통제집단으로 선정하였으며, 실험집단은 주 2~3회 1일 2시간씩 15회기에 걸쳐 숲놀이활동을 실시하였고 통제집단은 만 5세 누리과정에 따라 활동을 실시하였다.
검사도구는 이종향(2013)이 고안한 만 5세 유아의 공동체의식 측정도구를 사용하였다.
본 공동체의식 측정도구는 친밀‧소속의식, 정서의식, 상호‧공공의식, 참여의식의 4가지 하위영역으로 구성되어 있으며 각각 6문항, 2문항, 4문항, 3문항으로 전체 15문항으로 구성되어 있다.
본 연구를 통해 나타난 연구결과는 첫째, 전체 공동체의식에 있어서 통제집단과 실험집단 간에 통계적으로 유의미한 차이를 보였다(F=15.27, p<.01). 둘째, 공동체의식의 하위영역 중 친밀・소속의식(F=12.09, p<.01)과 참여의식(F=5.27, p<.05)에서 통제집단과 실험집단 간에 통계적으로 유의미한 차이를 보여, 본 연구에서의 공동체의식 함양을 위한 숲놀이활동이 유아의 공동체의식 중 친밀・소속의식과 참여의식의 증진에 효과가 있음을 보여 주었다.
본 연구는 공동체의식 함양을 위한 숲놀이활동이 유아의 공동체의식 증진과 그 하위요소인 친밀․소속의식, 정서의식, 상호․공공의식, 참여의식 증진에 효과가 있는지를 알아보기 위하여 실시되었다.
본 연구는 연령분포와 생활정도가 비슷한 만 5세 유아를 실험집단과 통제집단으로 선정하였으며, 실험집단은 주 2~3회 1일 2시간씩 15회기에 걸쳐 숲놀이활동을 실시하였고 통제집단은 만 5세 누리과정에 따라 활동을 실시하였다.
검사도구는 이종향(2013)이 고안한 만 5세 유아의 공동체의식 측정도구를 사용하였다.
본 공동체의식 측정도구는 친밀‧소속의식, 정서의식, 상호‧공공의식, 참여의식의 4가지 하위영역으로 구성되어 있으며 각각 6문항, 2문항, 4문항, 3문항으로 전체 15문항으로 구성되어 있다.
본 연구를 통해 나타난 연구결과는 첫째, 전체 공동체의식에 있어서 통제집단과 실험집단 간에 통계적으로 유의미한 차이를 보였다(F=15.27, p<.01). 둘째, 공동체의식의 하위영역 중 친밀・소속의식(F=12.09, p<.01)과 참여의식(F=5.27, p<.05)에서 통제집단과 실험집단 간에 통계적으로 유의미한 차이를 보여, 본 연구에서의 공동체의식 함양을 위한 숲놀이활동이 유아의 공동체의식 중 친밀・소속의식과 참여의식의 증진에 효과가 있음을 보여 주었다.
The purpose of this study is to examine whether play activities in forest to develop community spirit can improve children’s community spirit and its subfactors, intimacy・a sense of belonging, emotional consciousness, mutual・public consciousness, and consciousness of participation. To address the go...
The purpose of this study is to examine whether play activities in forest to develop community spirit can improve children’s community spirit and its subfactors, intimacy・a sense of belonging, emotional consciousness, mutual・public consciousness, and consciousness of participation. To address the goal, this author has formulated following study questions:
Study questions 1. Are play activities in forest to improve children’s community spirit effective in enhancing their community spirit?
1-1) Are play activities in forest to improve children’s community spirit effective in enhancing their intimacy・sense of belonging?
1-2) Are play activities in forest to improve children’s community spirit effective in enhancing their emotional consciousness?
1-3) Are play activities in forest to improve children’s community spirit effective in enhancing their mutual・public consciousness?
1-4) Are play activities in forest to improve children’s community spirit effective in enhancing their consciousness of participation?
This study selected five-year-old children attending A and B Daycare Center located in Busan Metropolitan City who were homogenous in terms of age and living conditions as an experimental group and a control group. The experimental group went to Mt. Baekyang located near the daycare center twice to three times a week, two hours a day, to do play activities in forest consisting of total 15 sessions while the control group did activities according to the Nuri Curriculum for five-year-olds.
To construct play activities in forest to develop community spirit, as theoretical grounds, this author reviewed literatures dealing with the community, community spirit, children’s community spirit development, the curriculum for early childhood education and community spirit, and also forest education for children. With the discussion of an expert’s group consisting of current teachers and experts of early childhood education, the activities were finally constructed. Play activities in forest constructed to develop children’s community spirit are intended to allow children to practice and internalize community spirit. The detailed goals of it are to help them get along with peers, feel a sense of belonging in peer relationship, recognize peers’ feelings and become considerate of them, complete tasks cooperatively, and have interest in activities and participate in them positively.
As a test tool, this author used the community spirit measurement tool for five-year-old children devised by Lee Jong-hyang (2013). The community spirit measurement tool includes four subareas, intimacy‧a sense of belonging, emotional consciousness, mutual‧public consciousness, and consciousness of participation, and each of them consists of 6 questions, 2 questions, 4 questions, and 3 questions respectively, so it consists of total 15 questions.
The findings of this study can be summed up as below:
First, in community spirit, the control group and experimental group indicated statistically significant difference in general (F=15.27, p<.01). Second, among the subareas of community spirit, intimacy・a sense of belonging (F=12.09, p<.01) and consciousness of participation (F=5.27, p<.05) showed statistically significant difference between the control group and experimental group. Therefore, it has been proven that play activities in forest to develop community spirit are effective in enhancing children’s community spirit, particularly, intimacy・a sense of belonging and consciousness of participation.
The purpose of this study is to examine whether play activities in forest to develop community spirit can improve children’s community spirit and its subfactors, intimacy・a sense of belonging, emotional consciousness, mutual・public consciousness, and consciousness of participation. To address the goal, this author has formulated following study questions:
Study questions 1. Are play activities in forest to improve children’s community spirit effective in enhancing their community spirit?
1-1) Are play activities in forest to improve children’s community spirit effective in enhancing their intimacy・sense of belonging?
1-2) Are play activities in forest to improve children’s community spirit effective in enhancing their emotional consciousness?
1-3) Are play activities in forest to improve children’s community spirit effective in enhancing their mutual・public consciousness?
1-4) Are play activities in forest to improve children’s community spirit effective in enhancing their consciousness of participation?
This study selected five-year-old children attending A and B Daycare Center located in Busan Metropolitan City who were homogenous in terms of age and living conditions as an experimental group and a control group. The experimental group went to Mt. Baekyang located near the daycare center twice to three times a week, two hours a day, to do play activities in forest consisting of total 15 sessions while the control group did activities according to the Nuri Curriculum for five-year-olds.
To construct play activities in forest to develop community spirit, as theoretical grounds, this author reviewed literatures dealing with the community, community spirit, children’s community spirit development, the curriculum for early childhood education and community spirit, and also forest education for children. With the discussion of an expert’s group consisting of current teachers and experts of early childhood education, the activities were finally constructed. Play activities in forest constructed to develop children’s community spirit are intended to allow children to practice and internalize community spirit. The detailed goals of it are to help them get along with peers, feel a sense of belonging in peer relationship, recognize peers’ feelings and become considerate of them, complete tasks cooperatively, and have interest in activities and participate in them positively.
As a test tool, this author used the community spirit measurement tool for five-year-old children devised by Lee Jong-hyang (2013). The community spirit measurement tool includes four subareas, intimacy‧a sense of belonging, emotional consciousness, mutual‧public consciousness, and consciousness of participation, and each of them consists of 6 questions, 2 questions, 4 questions, and 3 questions respectively, so it consists of total 15 questions.
The findings of this study can be summed up as below:
First, in community spirit, the control group and experimental group indicated statistically significant difference in general (F=15.27, p<.01). Second, among the subareas of community spirit, intimacy・a sense of belonging (F=12.09, p<.01) and consciousness of participation (F=5.27, p<.05) showed statistically significant difference between the control group and experimental group. Therefore, it has been proven that play activities in forest to develop community spirit are effective in enhancing children’s community spirit, particularly, intimacy・a sense of belonging and consciousness of participation.
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#공동체의식 숲놀이활동
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