통합교육 유치원에 소속된 특수유아의 자유놀이 실제에 대한 질적 연구 - 자유선택활동을 중심으로 A Qualitative Study on the Practicalities of Play for Children with Special Need in Inclusive Kindergartens - Centering on Free-Choice Activities -
본 연구는 일반유치원에서 통합교육을 받고 있는 특수유아의 자유놀이 특성 그리고 자유놀이를 성공적으로 이끄는 요인에 대하여 심층적으로 분석하였다. 특수유아의 장애유형은 다운증후군, 자폐아, 지체부자유, 정신지체이었다. 연구결과, 첫째, 일반교실에서 특수유아들이 보이는 자유놀이 특성으로는, 교사의 개입이 있을 때와 없을 때로 구분할 수 있는데, 특수유아들은 교사개입이 없이는 일반유아들에게 수용되지 못하는 외톨이이었고, 교사의 개입이 있을 때에는 일반유아들의 놀이 행동을 관찰하면서 모방하거나, 놀이수준은 더 어린 연령의 수준으로 낮았으며, 익숙한 것에서 놀이 방법을 예측할 수 있었고, 그들에게도 잘 할 수 있는 놀이가 있었으며, 놀면서 배울 수 있고, 놀이에서 오는 성취감은 자신감을 갖게 하여 다른 활동에 적극적으로 참여하게 하는 긍정적인 효과가 있었다. 둘째, 일반교실에서 특수유아들의 성공적인 자유놀이에 영향을 미치는 요인으로는, 특수유아들의 흥미를 찾아 존중하기, 특수유아들의 발달수준에 적합한 놀이 제공하기, 놀이로 연결하는 다리 역할 해주기, 일반유아들이 특수유아의 놀이상대자가 되어주기로 나타났다. 이러한 요인들은 일반교실에 소속되어 있는 특수유아의 놀이참여를 유도하는 교수전략으로 사용될 수 있었다.
본 연구는 일반유치원에서 통합교육을 받고 있는 특수유아의 자유놀이 특성 그리고 자유놀이를 성공적으로 이끄는 요인에 대하여 심층적으로 분석하였다. 특수유아의 장애유형은 다운증후군, 자폐아, 지체부자유, 정신지체이었다. 연구결과, 첫째, 일반교실에서 특수유아들이 보이는 자유놀이 특성으로는, 교사의 개입이 있을 때와 없을 때로 구분할 수 있는데, 특수유아들은 교사개입이 없이는 일반유아들에게 수용되지 못하는 외톨이이었고, 교사의 개입이 있을 때에는 일반유아들의 놀이 행동을 관찰하면서 모방하거나, 놀이수준은 더 어린 연령의 수준으로 낮았으며, 익숙한 것에서 놀이 방법을 예측할 수 있었고, 그들에게도 잘 할 수 있는 놀이가 있었으며, 놀면서 배울 수 있고, 놀이에서 오는 성취감은 자신감을 갖게 하여 다른 활동에 적극적으로 참여하게 하는 긍정적인 효과가 있었다. 둘째, 일반교실에서 특수유아들의 성공적인 자유놀이에 영향을 미치는 요인으로는, 특수유아들의 흥미를 찾아 존중하기, 특수유아들의 발달수준에 적합한 놀이 제공하기, 놀이로 연결하는 다리 역할 해주기, 일반유아들이 특수유아의 놀이상대자가 되어주기로 나타났다. 이러한 요인들은 일반교실에 소속되어 있는 특수유아의 놀이참여를 유도하는 교수전략으로 사용될 수 있었다.
The purpose of this study was to analyze the characteristics of play andthe factors of the achievement of play for children with special needs with inclusive education in a kindergarten. The children"s types of disorders were Down"s syndrome, autism, physical disabilities, and mental retardation. Th...
The purpose of this study was to analyze the characteristics of play andthe factors of the achievement of play for children with special needs with inclusive education in a kindergarten. The children"s types of disorders were Down"s syndrome, autism, physical disabilities, and mental retardation. The researchers guided teachersto lead children to participate in a play. Also, children had their authority whether or not they ought to take part in a play without compulsion. The results of this study were as follows: First, the characteristics of children"s play were divided into two parts, one with teacher"s intervention and one without teacher"s intervention. The children with special needs were treated distantly by other children without teacher"s intervention. With teacher"s intervention, the children with special needs observed and imitated other children"s playing The children with special needs" playing level was below their age level and we could predict them how to play with familiar play materials. Also, there were some plays which they could paly welland they could learn when they were playing. There was positive effective from the accomplishment of play and it enabled them took active parts in other activities with self-confidence. Second, there were factors in children"s success play. They were searching and respecting children"s interests, providing appropriate level of play, mediating children to play, and children who do not need special education play with children with special needs. These factors could be applied as teaching strategies to guide children with special needs to participate in play in a regular classroom.
The purpose of this study was to analyze the characteristics of play andthe factors of the achievement of play for children with special needs with inclusive education in a kindergarten. The children"s types of disorders were Down"s syndrome, autism, physical disabilities, and mental retardation. The researchers guided teachersto lead children to participate in a play. Also, children had their authority whether or not they ought to take part in a play without compulsion. The results of this study were as follows: First, the characteristics of children"s play were divided into two parts, one with teacher"s intervention and one without teacher"s intervention. The children with special needs were treated distantly by other children without teacher"s intervention. With teacher"s intervention, the children with special needs observed and imitated other children"s playing The children with special needs" playing level was below their age level and we could predict them how to play with familiar play materials. Also, there were some plays which they could paly welland they could learn when they were playing. There was positive effective from the accomplishment of play and it enabled them took active parts in other activities with self-confidence. Second, there were factors in children"s success play. They were searching and respecting children"s interests, providing appropriate level of play, mediating children to play, and children who do not need special education play with children with special needs. These factors could be applied as teaching strategies to guide children with special needs to participate in play in a regular classroom.
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