자연체험 프로그램에 대한 교사와 학부모의 인식비교 연구

Abstract

This study was started from the position that it is necessary to understand differences in the perception and demand of nature experiences between parents and teachers, the major parties responsible for early childhood education, in order to activate nature experience programs in the field of early childhood education. Accordingly, this study purposed to survey the execution of nature experience programs in early childhood education according to parents’ and teachers’ perception of such programs, to identify factors hindering the activation of nature experience programs in early childhood education, and to propose practical and specific alternatives for the expanded application and qualitative improvement of nature experience programs. For these purposes, this study set research questions as follows.

First, how do teachers perceive nature experience programs in early childhood education? Second, how do parents perceive nature experience programs in early childhood education? Third, how teachers and parents in rural areas perceive nature experience programs in early childhood education? Fourth, how teachers and parents in urban areas perceive nature experience programs in early childhood education?

The results of this study according to the research questions presented above are as follows.

First, with regard to Questions 1 and 2, parents’ and teachers’ perception of nature experience programs in early childhood education were somewhat different from each other, but both strongly supported nature experiences in early childhood education, and expected that such programs might be highly effective. As to demand for nature experiences in early childhood education as well, they replied that nature experiences should be started from early childhood. Thus, it is necessary to change the direction of nature experience programs in early childhood education. In preparing to cope with social changes, it is a prerequisite to be aware that humans are a part of nature. In this sense, it is convincing to argue that early childhood education should be reoriented to emphasize nature experiences and the paradigm of early childhood education should be changed to that based on nature experiences as evidenced by the positive educational effects of nature experience programs. Second, with regard to Questions 3 and 4, when parents’ and teachers’ perception of nature experience programs in early childhood education were compared between rural and urban areas, many of the respondents of both areas replied that early childhood is the optimal time for starting education based on nature experiences and that nature experience programs are necessary in early childhood education. In comparison between urban areas and rural areas, parents and teachers in urban areas supported somewhat more actively. This might be because they felt the necessity more strongly due to relatively poor natural environment. Third, it is interesting that parents were more active than teachers in urban areas. Questions 1 and 2 compared between parents and teachers on their perception of nature experience programs, and Questions 3 and 4 compared between rural areas and urban areas, and interestingly, teachers were more active in comparison between teachers and parents, but parents were more active in comparison between rural areas and urban areas. In order to solve problems identified through this study, it is necessary to create environment for nature experiences and to provide teachers and parents with specialized education on nature experience programs in early childhood education. For the education of young children, the future leaders of this country, moreover, the government should also develop related programs, and promote and execute nature experience programs actively. Furthermore, if there are obstacles to creating environment for nature experiences, it may be necessary to work out alternatives applicable to early childhood education institutions in need of environment for nature experiences.