본 연구는 유치원교육활동에서 디지털 기록화를 통하여 유아들의 사고과정 의미를 알아보고 그 변화를 알아본 참여 관찰 연구이다. 2006년 2학기에 1개월 2007년 1학기에 3개월 총 4개월간 진행되었다. 주제극놀이 프로젝트활동은 유치원 일과 중에 자유선택활동 시간과 이야기나누기 시간을 활용하였고 활동시간은 25분에서 70분정도였다. 2-3주에 1회 주제극놀이와 관련활동을 프로젝트 형태로 진행하였다. 4개월의 분석결과 디지털 기록화를 통해 나타난 사고의 의미는 발견하고 찾아가는 과학적 사고 기발하고 엉뚱한 사고, 수용해가는 사고, 논쟁과 불일치를 해결해가는 사고 놀이를 이끌어가는 사고 등 다섯 가지 범주로 특징지어졌다. 디지털 기록화를 통한 토론과 프로젝트 활동에 따라 유아들의 사고과징 맥락은 달라지는 것으로 나타났다.
본 연구는 유치원교육활동에서 디지털 기록화를 통하여 유아들의 사고과정 의미를 알아보고 그 변화를 알아본 참여 관찰 연구이다. 2006년 2학기에 1개월 2007년 1학기에 3개월 총 4개월간 진행되었다. 주제극놀이 프로젝트활동은 유치원 일과 중에 자유선택활동 시간과 이야기나누기 시간을 활용하였고 활동시간은 25분에서 70분정도였다. 2-3주에 1회 주제극놀이와 관련활동을 프로젝트 형태로 진행하였다. 4개월의 분석결과 디지털 기록화를 통해 나타난 사고의 의미는 발견하고 찾아가는 과학적 사고 기발하고 엉뚱한 사고, 수용해가는 사고, 논쟁과 불일치를 해결해가는 사고 놀이를 이끌어가는 사고 등 다섯 가지 범주로 특징지어졌다. 디지털 기록화를 통한 토론과 프로젝트 활동에 따라 유아들의 사고과징 맥락은 달라지는 것으로 나타났다.
This study investigates how the digital documentation influences on the thinking process of young children through digital documentation in thematic fantasy play activity. For this purpose, the study brings up the following question. How does the thinking process of young children changethrough digi...
This study investigates how the digital documentation influences on the thinking process of young children through digital documentation in thematic fantasy play activity. For this purpose, the study brings up the following question. How does the thinking process of young children changethrough digital documentation in thematic fantasy play activity? This study took a place in the small fish class of a kindergarten as a form of action research. The study was practiced in two different times. The first period started from November 7th to December 8th in 2006. The participantswere one teacher and eleven children: two three-year-old, two four-year-old. seven The second period started from March 7th to June 8th in 2007. The participants were one teacher and nine children: three three- year-old, three tour-year-old, and three five-year-old. Among the participants in 2006, two three-year-old and two four-year-old children continued to participate in the second period in 2007. The action research was carried out for four months. Thematic fantasy play and relational activities wen: practiced as a form of aproject for once every two or three weeks. Thematic play project was practiced for about twenty five to seventy minutes and it was practiced during a free activity time and a story telling time. By adopting a qualitative analysis method which is formed by participant observation, digital documenting, text analysis, and interview, this study collected and analyzed the data. The digital recording was assisted by a teaching assistant. After the four-month-analysis, the meaning of thinking process through the digital documentation is characterized by five different categories: discovering scientific thinking, creative thinking, accepting others" thoughts, solving disagreement thinking, and emergence of play readers. Through the results from the study, the following educational meaning is concluded. Young children"s thinking process is differentiated by the discussion and project activity through the digital documentation.
This study investigates how the digital documentation influences on the thinking process of young children through digital documentation in thematic fantasy play activity. For this purpose, the study brings up the following question. How does the thinking process of young children changethrough digital documentation in thematic fantasy play activity? This study took a place in the small fish class of a kindergarten as a form of action research. The study was practiced in two different times. The first period started from November 7th to December 8th in 2006. The participantswere one teacher and eleven children: two three-year-old, two four-year-old. seven The second period started from March 7th to June 8th in 2007. The participants were one teacher and nine children: three three- year-old, three tour-year-old, and three five-year-old. Among the participants in 2006, two three-year-old and two four-year-old children continued to participate in the second period in 2007. The action research was carried out for four months. Thematic fantasy play and relational activities wen: practiced as a form of aproject for once every two or three weeks. Thematic play project was practiced for about twenty five to seventy minutes and it was practiced during a free activity time and a story telling time. By adopting a qualitative analysis method which is formed by participant observation, digital documenting, text analysis, and interview, this study collected and analyzed the data. The digital recording was assisted by a teaching assistant. After the four-month-analysis, the meaning of thinking process through the digital documentation is characterized by five different categories: discovering scientific thinking, creative thinking, accepting others" thoughts, solving disagreement thinking, and emergence of play readers. Through the results from the study, the following educational meaning is concluded. Young children"s thinking process is differentiated by the discussion and project activity through the digital documentation.
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