만 5세 도담반의 실내놀이를 지원하기 위한 실행연구

Abstract

The purpose of this study was to understand the play-centered curriculum referred to in the revised nuri curriculum, and apply and implement a plan for real play practice to young children to find an appropriate support method. The research participants were 9 boys, 5 girls and 1 teacher in a 5-year-olds class. According to Kemmis and McTaggart (1998) model, this research processed four stages of action. The four stages of problem identification and planning → execution → observation → reflection were used as the basic cycle and repeated until the problem was solved. The four stages of action is a process that is integrated with each other, and it is considered that the four stages should not be viewed as a single cycle, but must be repeated until improvement is achieved. In addition, they should have a cooperative and collective character, not individual. According to the procedure of the study model, the researcher practiced “waiting” to find the play that young children really want to do, and by supporting the expressed interests from the young children, indoor play centered on young children and play could be achieved. 'Waiting' has become a meaningful way for researcher to understand and positively recognize the expressive interests of young children. The researcher was able to identify the interest elements of the young children by observing the young children's play through 'waiting', and with the support of the appropriate researcher, indoor play young children are a main was achieved. Through this process, it was possible to observe the state of initiative and autonomous play than when children participated in play according to the previous curriculum. At the beginning of the study, the researcher did not admit learning based on the expressive interests of the young children. However, through the support for indoor play, it was possible to observe that young children voluntarily organize and participate in play, and it was found that the value of learning is much greater than the play planned by the teacher. In addition, with the support of the researcher's appropriate time, space, and play (materials), young children's voluntary and initiative indoor play could appear. 'Real play' and 'real learning' by young children's active participation in play appeared through appropriate support of the researcher. Through this, the researcher was able to admit the value of learning through expressive play of young children and to recognize the real owner of play was the young children. As such, the indoor play support process had a positive effect on both young children and researcher. Young children were able to fully enjoy the play they really wanted to do, and researcher could be free from the burden of teaching something, and recognize the play young children wanted to do, and support to them according to what they want. In the future, when establishing a play support plan, the researcher will have to come up with a specific plan on whether appropriate support according to the young children's play process is appropriate, and when and in what way to support it. The researcher should be sensitive to the young children's various reactions in the play. In addition, it is expected that this research will contribute to the development of infants while promoting quality improvement of indoor play by providing specific directions for supporting indoor play along with understanding the play-centered curriculum.