유아의 친사회성을 위한 유치원 실내공간 경계 연구

Abstract

As dual-income families have increased today, most childrencare has been transferred from families to the institutes. Statistically, 40% of families are dual-income families, in accordance with the social phenomenon, 76.1% of over 4 year old children are being taken care of in the kindergartens. In 2014, the number of children being taken care of in kindergarten is increased by 4,000 comparing to 2013. The number shows that the use of childcare institutes has been increased. Children`s peer experience can be made in the period at the institutes, and the experience in the institutes could influence the further life of schools and societies. So, we can find out that the children`s sociality in the period is developed based on the little society in the kindergarten. Because of the reason, although a lot of studies on sociality development through educational access have been progressing, most of the studies are focused not on the spatial access but on play and personality education. In this study, the elements which can influence on the development of sociality will be induced focused on boundary in kindergarten`s indoor space and some cases are analyzed. Consideration about children`s interaction way is implemented through concept and definition about children`s sociality and the elements of boundary are induced through the concept and definition of boundary in kindergarten`s indoor space. Features are deduced based on the precedent studies on children`s sociality development and on boundary in kindergarten`s indoor space, then, detail compositions are deduced based on the interaction for children`s sociality development and on the role of the boundary of indoor space. Induced features and detail compositions are analyzed comparing to the cases in Japan which is similar to Korea. Deduced features consist of spatial medium, structures, and open space and the ambiguity of the boundary consists of transparency and ambiguity. The compositions of selectable systematic boundary consist of the loss of boundary, succession of spaces, and planar arrangement, private and restricted space consists of secret space and private boundary. Case analysis through deduced features are as following. The buffer role and the restrict role of boundary were found in the cases in Japan which are completed in 2011-2016. The buffer role and the link role of boundary can be found in room-hallway, room-room, room-lobby, and room-play room, and they also induce children`s communication and interaction. The restrict role of boundary shows that children want to secure their own space when doing personal・small group activity, and in these boundary of space, the boundary for children`s safety and teacher`s view plays both the restrict role and the buffer role. Conclusion of this study is deduced as following. · The boundary in indoor space of children`s educational institutes should not be limited in boundary role, but should induce interactions of children. The boundary of space should play not only the restrict role but also the buffer role and the link role to supply interest to children by changing structure elements for extension and succession of space. ·The boundary in kindergarten`s indoor space needs elements which raise children`s interest and curiosity to induce interaction such as polygonal doorframe, various types of wall, and movable door. These boundaries play the buffer role and the link role between rooms as well as interaction among children`s peer group. ·Children interact each other and enter into a relation through personal or small-group activity than big-group activity. So, they need spatial and boundary elements for their own secret space to make private boundary. Children use these private boundaries to secure their own peer-interaction space. In kindergarten, restrict and private boundary should be formed using medium or structure which can give interest to children, and the boundary need to secure space for children`s group activity and for teacher`s view. Analyzing the cases in Japan, I suppose, which is similar to the conditions of Korea, the feature and role of the kindergarten`s indoor space are different from existing boundary which is fixed and uniformed and they restrict, buffer, and link the boundaries through using architectural element, structural element, and furniture. Children can use space as a medium for interaction by using these boundaries. If the children who is the subject of the space can utilize the boundary of their own and can interact, the boundary is able to be expected as a spatial element for the development of children`s sociality. Furthermore, the boundary of kindergarten`s indoor space can be applied for differently according to the architectural·structural element and can be the medium of space for deducing interaction. I would like this study to be one of the foundations on the boundary design and application of kindergarten`s indoor space through the features and roles of boundary.