유아교육기관의 이야기나누기 활동에 대한 교사의 인식 및 실태

Abstract

ABSTRACT

Teacher's Recognition and Actual State about Discussion Activities of Early Childhood Education Institutions

Jeong Ju Ran Advisor : Prof. Seo Hyun, Ed. D. Major in Early Childhood Education Graduate School of Education, Chosun University

The purpose of this study is to provide basic data on how to activate discussoin activities by understanding teacher's perception and actual situation about discussion activities of early childhood education institutions. The research problems for this study are as follows. 1. What is the teacher's perception about discussion activities of early childhood education institutions and what is the difference according to the background variables of the teachers? 2. What is the actual state of discussion activities of early childhood education institutions and what is the difference according to the teacher background variables? For this study, the subjects of study were 200 teachers of early childhood education institutions located in Y city. Based on the literature and previous research(Baek, 1994; Lee, 2005, Jeong, 2001), the research tool was completed through the validation of the content validity of one childhood education specialist and three doctoral students. The research procedure was preliminary investigations and the process of this study. Data collection and analysis were performed using descriptive statistics to calculate the frequency, percentage, mean, and standard deviation of demographic variables. The frequency, percentage, mean, and standard deviation of the items were calculated by using descriptive statistics for the research problems, and 𝑥² was tested to see the difference according to the background variables of the early childhood teachers. The results of the study are as follows. First, the teacher's perception about discussion activities of early childhood education institutions is as follows. Teachers' perceptions about the concept of discussion activity in early childhood education centers were highly related to ' linguistic interaction activities between teacher and young children, there is a difference according to the variables. Teachers' perceptions about why discussion activities are important in early childhood education centers are the most common because they are integrated with all developmental areas and are a representative teaching activity leading to harmonious development of young children, there was no difference according to the background variables of the teachers. Teacher's perception of the goal of the discussion activity was the highest in 'helping the whole development which affects children's language, cognition, social and emotional development through linguistic interaction', there was no difference according to the variables. Teachers' perceptions about the way of thinking mainly in the topic selection of story contents were found to be the highest according to the guidelines of the National Guide for Education Process, and there was a significant difference according to the institution type and the young children age appear. Teacher's perception of the goal of the discussion activity was the highest in 'helping the whole development which affects children's language, cognition, social and emotional development through linguistic interaction', there was no difference according to the variables. As for the discussion activities of early childhood education institutions, teachers showed the highest score in all five areas and no difference according to teacher background variables. Teachers had the highest level of 'presenting their thoughts and experiences', and showed a significant difference in the teacher's age. The teacher's perception of the most helpful contents of discussion activity was the highest in ' expressing the experiences of the weekend ' when introducing the story of the weekend. The discussion activity should be carried out every day and it was high because 'story activity can help expand other activities'. The time required for the discussion activity was 15 ~ 20 minutes, and the group size was the highest in the middle group. Teachers were highly aware of the effect of instructional media on the quality of instructional activities in discussion activities. The reason for this was 'to increase understanding of young children'. Teachers' perceptions about effective teaching methods of discussion activities were the highest in 'presenting problem situations and discussing them together'. The teacher's ability to effectively operate the discussion activity was the highest in' listening to young children's words and responding appropriately to the teacher', there was no difference according to the background variables of the teachers. In the discussion activity, the most appropriate form of teacher's expression was 'Difficult question to promote creative thinking'. The educational value obtained by assessing the discussion activity was the highest in 'learning the language expressiveness through discussion time, familiarizing the democratic method with the process of adjusting the opinion with others'. The most appropriate item was 'appropriateness of interaction between teacher and young children'. Teacher's perception of activation of discussion time utilization showed the highest level of 'early childhood teacher's interest in using storytelling and smooth interaction skill with young children' and there was no difference according to teacher 's background variables. Second, the actual situation of discussion activities of early childhood education institutions is as follows. The main way of choosing a discussion topic was to select a topic according to the guidelines of the Nursery Process Instruction, which was found to differ according to the background variables of the early childhood teachers. The contents of the discussion activities at the early childhood education institutes showed the highest level of 'presentation of their own experience' and 'theme content according to the Nuri process'. The contents of discussion activities at the early childhood education centers showed the highest contents of 'story-related stories', which showed the most difference according to the teachers' background variables. The highest level of discussion class was 'after morning free choice activity', the group size was 'large group' and the required time was 15~20 minutes. The most common method of discussion activity teaching method was 'teacher asking questions and asking children to answer'. The three most commonly used teaching materials for storytelling time were painting materials, computers, and stereoscopic teaching media. The method of preparation of instructional media showed that 'purchase and use of finished products made by early childhood education companies' was the highest, and this was different according to background variables of early childhood teachers. The most important points to consider when choosing a teaching medium were 'relevance to the subject' and 'interest of children'. The most important factor in evaluating the activity of sharing the story in the early childhood educational institute was 'appropriateness of interaction between teacher and infant'. The results of this study were as follows: First, the children 's interest and concentration were higher than other contents. The most desirable part of the teaching - learning ability after the story-sharing at the early childhood educational institution was the ability of the children to interact smoothly. In conclusion, through this study, teachers' perception of discussion activities of early childhood education institutions was recognized as a very important and essential activity. However, in carrying out discussion activities, group size, preparation of teaching medium, There was a difficulty. In this way, it seems that there is a need to develop and implement customized training for career teachers and classroom teachers for current teachers, as well as finding a practical alternative for in-service teachers for more effective discussion activities.