• Journal of the Korean Geographical Society
• /
• v.35 no.1
• /
• pp.95-120
• /
• 2000

구성주의 수업은 삶의 경험 혹은 나의 문제로 전환된 문제를 학습주제로 하여, 교사와 학습자, 학습자간에 상호성과 상보성이 전제된 대화화 협력을 통해, 맥락에 적합한 지식을 구성하는 활동이라 할 수 있다. 구성주의 지리교육은 지리학을 위해 지리적 지식을 구성하는 것이 아니라, 지리적 삶을 위해 지리적 지식을 구성하는 것이다. 이것은 지리적 맥락과 맥락의 구성에 충실할 때 가능해 진다. 방법론적으로는 생활 주변에서 볼 수 있는 지리적 사상을 학습대상으로 하여, 이들을 그림이라는 상징을 통해 학습자 스스로 맥락에 따라 구성, 재구성하는 과정 속에 지리적 지식이 구성되게 하는 것이다.

• Proceedings of the Korean Institute of Interior Design Conference
• /
• 2006.11a
• /
• pp.170-173
• /
• 2006

Escalating rate of working women is increasing the necessity for day-care centers. Moreover, insufficient child-care system is known as one of many factors that relate to the seriously low birth-rate of our society. Therefore providing more adequate day-care centers can not be regarded as a mere personal necessity but a social need to be considered at corporate and governmental level. The current study analyzes 'Reggio-emilia teaching method' which is a type of early childhood educational program and its relationship to the built environment. It also examines current interior spaces of Reggio-emilia day-care centers and suggests designs for an day-care center appropriate for educating children in Korea.

• Proceedings of the Korea Society of Design Studies Conference
• /
• 1998.10a
• /
• pp.70-71
• /
• 1998

• Journal of The Korea Institute of Healthcare Architecture
• /
• v.21 no.2
• /
• pp.25-33
• /
• 2015

Purpose: This study is to suggest a direction for comprehensive planning of educational environment in which children's cognitive development and emotional needs are achieved in childcare facilities. The importance of educational environment in childcare facilities has increased since it was discovered that high quality educational environment can not be guaranteed in current childcare facilities while the number of women participating in labor force, hence the number of children spending most of their time in these facilities is rapidly increasing. Methods: Correlation analysis on Reggio Emilia Approach to education environment and Max Luscher's psychological healing theory, and case study. Results: The result of the correlation analysis, the 4 key elements of educational environment and the 4 emotional status have significant relationship. Based on the elements of educational environment in Reggio Emilia Approach, case studies were pursued in 3 different childcare facilities in Korea. Implications: Evaluation of these case studies addresses the important elements to be considered in comprehensive planning of the educational environment in childcare facilities.

• Korean Journal of Child Studies
• /
• v.23 no.5
• /
• pp.77-88
• /
• 2002

This paper analyzed historical changes in early childhood curriculums from the 19th century to the present. The early childhood curriculum model of the past was based on a modernistic perspective characterized by science, rationality, objectivity, absolutism, and universality. It had been developed in terms of early human resource development to maximize efficiency and rationality for the future. In recent years, however, change occurred in the paradigm of education with the application of phenomenology, analytics, and postmodernism. Newer models for early childhood curriculum include the Reggio Emilia and Developmentally Appropriate Practice, which constitute the current mainstream of early childhood curriculum.

• 한국생활과학회:학술대회논문집
• /
• 2010.05a
• /
• pp.176-177
• /
• 2010

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.1
• /
• pp.343-351
• /
• 2021

The aim of this study is to explore the role of teachers in the 2019 revised Nuri curriculum, to suggest the role of appropriate early childhood teachers, and to explore the possibility of developing as an emerging curriculum. It was clarified that the role of teachers in the 2019 revised Nuri curriculum is the applicant, compared to the Nuri curriculum by age 3~5. It could be compared with the role of teachers in the emergent curriculum. Based on the emerging curriculum, the roles of teachers that can be practiced in the 2019 revised Nuri curriculum are teachers who use scaffolding, flexible teachers in curriculum management, and teachers with autonomy and faith in young children. As a conclusion of the study, first, teachers should be experts who can provide optimal play materials to individual young children and multiple young children. Second, teachers must faithfully observe and record so that appropriate scaffolding can be established. Third, teachers must constantly perform questions suitable for development so that they can sustain the interests of young children. Fourth, teachers should operate the 2019 revised Nuri curriculum based on their understanding of the emergent curriculum.