유아숲체험장은 유아가 산림을 체험함으로써 전인적 성장을 이루는 교육 시설이며, 숲이라는 환경에 특정 시설이 설치됨으로써 완성되는 것이 아니라 숲이라는 환경 자체에서 유아가 자유롭게 놀이할 수 있는 공간이 되어야 한다. 본 연구는 서울시 유아숲체험장의 현황을 종합적으로 평가하여 숲체험 효과를 높이기 위한 공간 개선 방안을 제시하였다. 이론 고찰을 통해 숲체험 효과를 높이는 공간 요소 7가지와 실외놀이공간을 구성하는 6가지 영역을 도출하여 현황 평가를 위한 분석 표를 작성하고 서울시 유아숲체험장 24곳을 대상으로 현장조사연구를 수행하였다. 또한 전문가 인터뷰를 통해 유아교육학 관점에서 물리적 현황을 살펴보고 이용 주체의 경험을 정리하였다. 연구 결과 서울시 유아숲체험장은 위치적 특성과 공간 구조에 따라 6가지 유형으로 분류되며 각 유형별 특징을 갖는다. 개별 유아숲체험장의 환경적 강점을 드러냄으로써 숲체험의 효과를 높일 수 있다. 야외체험학습장의 경우 운동놀이 영역의 비중이 가장 컸다. 영역별 체험 공간을 고르게 구성함으로써 유아에게 보다 다양한 경험을 제공할 수 있다. 그러나 획일적인 시설물 위주의 현황을 숲체험 효과를 낮추는 단편적인 요인으로 볼 수는 없다. 창의적인 활동을 유도하여 숲체험 효과를 높이는 핵심은 주변 자연환경을 고려한 공간 구성이다. 시설물은 유아의 관심이 숲으로 옮겨가도록 돕는 매개체가 되어야 한다. 본 연구는 서울시 유아숲체험장의 평균적인 물리적 현황을 파악할 수 있는 자료를 작성하였고, 숲체험 효과를 높이기 위한 공간 개선 방안을 제시하였다. 이는 사업시행 약 10년이 지난 시점에서 유아숲체험장의 질적 수준 향상을 위한 연구의 기초 자료로 활용될 수 있다.
유아숲체험장은 유아가 산림을 체험함으로써 전인적 성장을 이루는 교육 시설이며, 숲이라는 환경에 특정 시설이 설치됨으로써 완성되는 것이 아니라 숲이라는 환경 자체에서 유아가 자유롭게 놀이할 수 있는 공간이 되어야 한다. 본 연구는 서울시 유아숲체험장의 현황을 종합적으로 평가하여 숲체험 효과를 높이기 위한 공간 개선 방안을 제시하였다. 이론 고찰을 통해 숲체험 효과를 높이는 공간 요소 7가지와 실외놀이공간을 구성하는 6가지 영역을 도출하여 현황 평가를 위한 분석 표를 작성하고 서울시 유아숲체험장 24곳을 대상으로 현장조사연구를 수행하였다. 또한 전문가 인터뷰를 통해 유아교육학 관점에서 물리적 현황을 살펴보고 이용 주체의 경험을 정리하였다. 연구 결과 서울시 유아숲체험장은 위치적 특성과 공간 구조에 따라 6가지 유형으로 분류되며 각 유형별 특징을 갖는다. 개별 유아숲체험장의 환경적 강점을 드러냄으로써 숲체험의 효과를 높일 수 있다. 야외체험학습장의 경우 운동놀이 영역의 비중이 가장 컸다. 영역별 체험 공간을 고르게 구성함으로써 유아에게 보다 다양한 경험을 제공할 수 있다. 그러나 획일적인 시설물 위주의 현황을 숲체험 효과를 낮추는 단편적인 요인으로 볼 수는 없다. 창의적인 활동을 유도하여 숲체험 효과를 높이는 핵심은 주변 자연환경을 고려한 공간 구성이다. 시설물은 유아의 관심이 숲으로 옮겨가도록 돕는 매개체가 되어야 한다. 본 연구는 서울시 유아숲체험장의 평균적인 물리적 현황을 파악할 수 있는 자료를 작성하였고, 숲체험 효과를 높이기 위한 공간 개선 방안을 제시하였다. 이는 사업시행 약 10년이 지난 시점에서 유아숲체험장의 질적 수준 향상을 위한 연구의 기초 자료로 활용될 수 있다.
The Forest Visitor Centers for Little Children who means preschoolers is an educational facility that achieves holistic growth by experiencing forests, and it should not be completed by installing specific facilities in the forest environment, but should be a space where preschoolers can play freely...
The Forest Visitor Centers for Little Children who means preschoolers is an educational facility that achieves holistic growth by experiencing forests, and it should not be completed by installing specific facilities in the forest environment, but should be a space where preschoolers can play freely in the forest environment themselves. This study comprehensively evaluated the current status of Seoul Forest Visitor Centers for Little Children and suggested space improvement measures to enhance the effectiveness of forest experience. Through the theoretical review, seven spatial elements that enhance the effect of forest experience and six areas composing outdoor play areas were derived to prepare an analysis table for current status evaluation, and field survey studies were conducted on 24 centers in Seoul. Through expert interviews, the physical status was examined from the perspective of childhood education and the experiences of the users were summarized. As a result of the study, the Seoul Forest Visitor Center for Little Children is classified into six types according to the location characteristics and spatial structure, and has the characteristics of each type. The effectiveness of forest experience can be enhanced by identifying and revealing the environmental strengths of individual centers. In the case of outdoor experience learning zones, the proportion of exercise play areas was very large. By evenly organizing the forest experience space for each area, it will be possible to provide more diverse experiences to preschoolers. However, the status of uniform facility-oriented cannot be viewed as a fragmentary factor that lowers the effect of forest experience. The key to increasing the effect of forest experience by inducing creative activities is the spatial composition that considers the surrounding natural environment. Facilities should be a medium to help preschoolers' interest move into the forest. This study prepared data to understand the average physical status of the Seoul Forest Visitor Center for Little Children and suggested space improvement measures to increase the effectiveness of forest experience. This can be used as basic data for research to improve the quality level of the Seoul Forest Visitor Center for Little Children about 10 years after the project was implemented.
The Forest Visitor Centers for Little Children who means preschoolers is an educational facility that achieves holistic growth by experiencing forests, and it should not be completed by installing specific facilities in the forest environment, but should be a space where preschoolers can play freely in the forest environment themselves. This study comprehensively evaluated the current status of Seoul Forest Visitor Centers for Little Children and suggested space improvement measures to enhance the effectiveness of forest experience. Through the theoretical review, seven spatial elements that enhance the effect of forest experience and six areas composing outdoor play areas were derived to prepare an analysis table for current status evaluation, and field survey studies were conducted on 24 centers in Seoul. Through expert interviews, the physical status was examined from the perspective of childhood education and the experiences of the users were summarized. As a result of the study, the Seoul Forest Visitor Center for Little Children is classified into six types according to the location characteristics and spatial structure, and has the characteristics of each type. The effectiveness of forest experience can be enhanced by identifying and revealing the environmental strengths of individual centers. In the case of outdoor experience learning zones, the proportion of exercise play areas was very large. By evenly organizing the forest experience space for each area, it will be possible to provide more diverse experiences to preschoolers. However, the status of uniform facility-oriented cannot be viewed as a fragmentary factor that lowers the effect of forest experience. The key to increasing the effect of forest experience by inducing creative activities is the spatial composition that considers the surrounding natural environment. Facilities should be a medium to help preschoolers' interest move into the forest. This study prepared data to understand the average physical status of the Seoul Forest Visitor Center for Little Children and suggested space improvement measures to increase the effectiveness of forest experience. This can be used as basic data for research to improve the quality level of the Seoul Forest Visitor Center for Little Children about 10 years after the project was implemented.
Choi, M. W. and H. R. Byun(2006) Comparative study on the satisfaction and actual conditions of playgrounds in kindergartens and child care centers in Daejeon. Korean Journal of Human Ecology 15(4):527-539.
Choi, M. W., S. H. Son and H. S. Lim(2010) A case study of two child-care centers to encourage outdoor play environments and play programs in Daejeon. Korean Journal of Human Ecology 19(5):775-794.
Ham, M. R.(2016) A Study on the Safety of Forest Experience Centers for Children Experienced by Early Childhood Teachers: Focussing on Seoul City. Master's Thesis. Sookmyung Women's University, Korea.
Han, Y. J.(2020) Teacher's Perception and Improvement Plan for the Child Forest Experience Center. Master's Thesis. Chung-Ang University, Korea.
Heo, H. J.(2016) A Study on Difficulties and Rewarding Experiences of Early Childhood Forest Instructors in Forest Kindergarten. Master's Thesis. Pusan National University, Korea.
Jang, H. B.(2015) Outdoor Play Preference of Children Based on Gender or Age at Kindergarten. Master's Thesis. Ewha Womans University, Korea.
Jin, B. N.(2005) Research the Variety of Reactions Wood Working during Outdoor Play Time. Master's Thesis. Ewha Womans University, Korea.
Kang, T. S.(2015) An Analysis of the Importance & Performance and Children's Attentiveness by the Forest Experience Center for Children : Cases in Seoul and Geumcheon-gu District, Korea. Ph. D. Dissertation. Jeonbuk National University, Korea.
Kang, T. S.(2019) A study on deriving process of a design alternative to the forest experience center for children through preschooler participatory. Journal of the Korean Institute of Landscape Architecture 47(5):1-13.
Kim, A. Y.(1997) A Study on the Design Prototype of Day-care Center Playground. Master's Thesis. Seoul National University, Korea.
Kim, C. K., S. Y. Lee, Y. J. Lee, J. J. Jeong and W. Y. Choi(2016) (A) Counseling Dictionary. Seoul: Hakjisa Publications.
Kim, E. S.(2010) A Study on the First Forest-Kindergarten Education in Korea. Ph. D. Dissertation. Incheon National University, Korea.
Kim, K. L.(2003) The Plan and Design of Environmental Experience School for Infants. Master's Thesis. Seoul National University, Korea.
Korea Forest Service(2014) Manual for the Creation and Operation of the Infant Forest Experience Center for the Promotion of Forest Education.
Korea National Institute for Special Education(2009) Special Educational Terminology Dictionary. Seoul: Hawoo Publications.
Kwon, Y. K.(2012) Plan and Design Guidelines for Forest Kindergarten: Using the Forest near. Seoul National University. Master's Thesis. Seoul National University, Korea.
Lee, D. H.(2017) A Study on the Space Composition and Operation of the Experience Park for Preschooler. Master's Thesis. Dankook University, Korea.
Lee, E. H., J. H. Lee, K. W. Lee, K. S. Lee, Y. H. Hong, E. H. Park and H. J. Kim(2001) Introduction to Early Childhood Education. Seoul: Ewha Womans University Press.
Lee, H. J.(2000) A Study on the Preference of Children for Outdoor Play Equipment and Children's Play Behaviors according to the Outdoor Play Equipment. Master's Thesis. Chung-Ang University, Korea.
Lee, J. N.(2014) An Analysis of Satisfaction on Forest Kindergarten Program. Master's Thesis. Kyung Hee University, Korea.
Lee, K. M.(2012) The Influence of Forest Experience Activities upon Children's Emotional Intelligence. Master's Thesis. Duksung Women's University, Korea.
Lee, M. H.(2003) The forest kindergarten in Germany. Korean Journal of Early Childhood Education 23(4):23-48.
Lim, E. J. and N. U. Kwak(2015) Adaptation process of young children to outdoor activities in the forest. Journal of Holistic Convergence Education 19(1):121-149.
Ministry of Education(2013) Kindergarten Evaluation Central Training.
Moon, H. Y.(2003) A Study on Children's Play Preference in Their Interest Centers. Master's Thesis. Chung-Ang University, Korea.
Seo, Y. M.(2015) Theory and Practice of Early Childhood Forest Experience Education. Seoul: Changjisa Publications.
AI-Helper
※ AI-Helper는 부적절한 답변을 할 수 있습니다.