유아교사를 위한 ‘비평’의 개념에 기초한 유아놀이관찰 모형 개발

Abstract

Objectives The purposes of this study were to develop an observation model for children’s play based on ‘criticism’ for early childhood teachers.
 Methods After analyzing the literature and previous studies related to criticism, play observation, and observation model development, the purpose and theoretical basis for the drafting of the model were prepared, and using the concept map method for 30 early childhood teachers, the constructive concept of the model draft was derived. The model draft constructed in this way was verified for content validity by 10 early childhood education experts and 10 early childhood teachers. The model draft was applied to 12 early childhood teachers on-site about 10 times from June to July 2021, and the final model was finalized after correcting and supplementing the contents.
 Results This model regards the observation of children's play based on ‘criticism’ as a formal process of reading the artistry and interpreting the meaning in play, and that the early childhood teachers who practice it should have the opportunity to self-examine, correct, and strengthen themselves. The purpose of the model was to foster early childhood teachers' sense of play, improve their critical writing skills, and form an eye for self-reflection on play observation. The operating procedures and contents are ‘becoming an observation tool’ including checking thoughts and perceptions as an observation tool, checking writing, ‘connoisseurship’ including detecting play and recording play, and interpreting together with interpreting play. It consists of ‘critique’ that includes, and ‘reflection’ that includes evaluating and formulating. As for the points to consider when using the model, it was proposed to use it flexibly according to the teacher's context, focus on the stage of criticism and reflection rather than discernment, and use it to enhance the professionalism of teachers at the level of early childhood education institutions.
 Conclusions The model developed in this study is significant in that it can lead to a change from observation centered on recording activities to observation centered on semantic interpretation. In addition, it can be used to prepare a practical method for observing children's play utilizing the context of the early childhood classroom.