Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
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A Sense of Place of Kindergartens as Existential Space in which Children and Teachers Experience

유아와 교사가 경험하는 실존적 공간으로서 유치원의 장소성

  • Kwon, Sun-Young (Dept. of Early Childhood Education, Kyung Sung University)
  • 권선영 (경성대학교 유아교육학과)
  • Received : 2017.11.17
  • Accepted : 2018.01.20
  • Published : 2018.01.28
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Abstract

The purpose of this study is to explore the meaning of place that is formed by children experiencing the space of kindergarten existentially. For this purpose, the indoor and outdoor spaces of kindergarten, which is a real place where infants experience, are selected as the study observation category. In order to carry out the research, video recording was done focusing on children's free choice activity time and outdoor play through infant observation and non - formal interview. As a result of research, it is found that the place nature of kindergarten as an existential space experienced by infant and teacher as a space that is formed in experience and relation, place as a common production space of play, place as a space where education and life coexist, It was shown that it represents a special space created by experienced kindergarten, and a space characteristic as a space shared by communication. The place of kindergarten has a relationship with the existential experiences of infants, suggesting that teachers need a reinterpretation of space.

본 연구는 유아들이 유치원이라는 공간을 실존적으로 경험함으로써 형성되는 장소성의 의미를 유아들의 놀이를 중심으로 탐구하고 있다. 이를 위해 유아들이 경험하게 되는 유치원의 모든 공간을 연구관찰 대상범위로 선택하였다. 연구를 수행하기 위해 유아 관찰과 비형식 면담 교사 심층면담을 통해 유아들의 자유선택활동 시간과 바깥놀이를 중심으로 동영상 촬영이 이루어 졌다. 연구결과 유아와 교사가 경험하는 실존적 공간으로서 유치원의 장소성은 경험과 관계속에서 형성되는 공간으로서의 장소성, 놀이의 공동생산 공간으로서의 장소성, 교육과 생활이 공존하는 공간으로서의 장소성, 유아들의 경험한 유치원에 의해 만들어진 특별한 공간, 소통에 의해 공유된 공간으로서의 장소성을 나타내는 것을 알 수 있었다. 유치원의 장소성은 유아들의 실존적인 경험과 관계를 맺고 있었으며 교사들은 공간에 대한 재해석이 필요함을 시사한다.

Keywords

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