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NTIS 바로가기Korean journal of child studies = 아동학회지, v.37 no.5, 2016년, pp.101 - 116
박재옥 (인하대학교 아동학과) , 정혜진 (경기도가족여성연구원 가족행복정책부)
Objective: This study aimed to investigate how the eco-centered early childhood education by seasonal divisions influences the child's nature-friendly attitude and emotional intelligence. Methods: Forty 5-year-olds from 2 preschools in Gyeonggi were selected through convenience sampling and were div...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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또래, 교사와 함께 하는 자연활동에 대한 교육적 접근이 필요한 이유는? | Campbell과 Jobling (2012)은 때문에 아이들은 자신들이 앞으로 살아가야 할 자연환경에 대한 깊이 있는 교육이 필요하다고 하였으나 여전히 많은 아이들은 자연환경으로부터 유리된 경험을 하고 있다고 하였고, Chawla와 Cushing (2007)은 지속가능한 자원을 찾는 방법을 모색하기 위해 유아기를 포함한 부모, 교육자 등 공동체의 자연환경에 대한 교육은 반드시 필요하다고 하였다. An과 Jeon (2015)에 의하면, 유아기 동안 교사와 또래들과 함께한 다양한 사회적 경험은 성인이 되었을 때 사고 형성에 많은 영향을 미칠 수 있으며, 특히 자연과 함께 했던 긍정적인 경험은 성인이 되어서 까지 지속되어 삶 전체에 영향을 미칠 수 있기 때문에 또래, 교사와 함께 하는 자연활동에 대한 교육적 접근이 필요하다. 따라서 유아교육을 담당 하는 사람은 유아에게 자연과 함께 하는 직접적 경험을 제공함으로써 유아의 인지, 정서 발달에 매우 긍정적인 영향을 미칠 수 있으므로 자연에 대한 바람직한 태도를 길러주기 위해 노력해야 한다(J. | |
생태유아교육이 도입에서 어려운 점은? | Lee (2007) 역시 자연환경의 파괴, 민족성 상실, 도시화로 인한 농경사회의 붕괴, 전통문화의 소실과 우리나라의 생태위기를 극복하고 전통적인 교육기반을 복원하기 위해 생태유아교육이 도입되었다고 주장하고 있다. 생태유아교육 기관 담당자들이 세시풍속, 민속놀이 및 민요 등의 도입에 대해 절실한 필요성을 느끼고 있으나 유아교육현장에서 생태유아교육은 가시적인 활동의 결과물이 생성되지 않기 때문에 학부모의 관심을 사기가 힘들며 생태교육을 표방하고 있더라도 실제로는 유기농 먹거리 제공여부가 생태유아교육 실시기관 여부를 판가름하는 기준이 되는 실태에 대해 우려를 표명하였다. Kweon (2010)은 생태유아교육 관점에서 유아교육환경에 대한 반성적 논의와 발전방안을 모색하였다. | |
유아기의 특징은? | 도시화의 확산으로 교실 밖 자연 학습 환경은 유아들에게서 점차 멀어져 가고 있다. 유아기는 인간이 살아가는 동안 주변 환경과 자연 환경에 대해 가장 호기심이 많은 시기이며, 자기 중심성에서 점차 벗어나 자연 환경을 탐구하기에 가장 적합한 시기이다. 유아에게 있어 자연과의 직접적인 경험은 다양한 자연물과 관계를 형성하게 하고 자연이 주는 고마움과 생명의 소중함, 자연과 더불어 살아갈 수 있는 친환경적 지식과 태도를 배울 수 있는 기회가 될 수 있다. |
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