소나무반 유아들이 만들어가는 놀이 공간 이야기

Abstract

The purpose of this study is to investigate the meaning of the space created, transformed, and expanded in the process of creating, transforming, and expanding the space with the children of Pinus densiflora class. In order to find out the meaning of the spatial composition composed by the child as the subject, the following research questions were set. First, what is the meaning of the composition of the play space that the children in the Pinus densiflora class make? Second, what did the teacher learn in the process of making a play space for the children in the Pine Tree Class? The participants of this study were the researcher's homeroom teacher and 19 young children in the Pine Tree Class. In order to create an infant-directed play space, the participant study was conducted from September to December 2022 and data were collected. Data were collected through participant observation, infant interviews, photography and video recording, conversation records, teachers' educational diaries and reflective journals. In addition, the teacher participated in the composition of the play space and examined the children's experiences, conversations, and reactions. The results of this study are as follows. First, in the process of constructing a play space, young children created a new play space, removed the limitations of the space, and became creators of the space to come up with new ideas and solve problems. Second, in the process of expanding the neglected play space, cooperating with peers and creating space, the whole group had a chance to get along. Third, through the connection of space and space, they broadened the peer relationship, expanded the episode of play, and learned social skills and knowledge through peer interaction. Fourth, I made a play record space of play and looked back at the past records considering the value of my own and others' works. Next, what the teacher learned is that, first, by creating a play space with the children, the children and the teacher became aware of the importance of being co-subjects of the classroom, which is a play space, and that the children could be the subject of creating and transforming the classroom as well as the life of the classroom. Second, they came to recognize the agency of space by feeling that space induces children's infinite and creative play and influences group reciprocity. Third, in the process of constructing the space, the teacher supported the children, followed the children's play with a warm gaze, and followed the endless plays in the space. In the process of making space with children, the researcher has established a new perspective on space composition based on constant worries and reflection. As the discussion on space continues in the 2019 revised Nuri course, I hope that the worries and reflection on the composition of the play space led by the child will continue.