통합적 동작활동이 예비유아교사의 창의적 신체표현에 미치는 의미 탐색

Abstract

This study aims to investigate the impact of integrated movement activities on the creative physical expression of pre-service Early Childhood Educators participating in a child movement class. The research involved 68 students from the Department of Early Childhood Education during a 15-week course. Data were collected through unstructured interviews, reflective journals, simulated lesson evaluation forms, and researchers' field notes. The content was categorized and analyzed through a process of thematic classification. First, pre-service Early Childhood Educators began the classes with a sense of apprehension towards movement activities. However, as they integrated movement activities with art, confidence and interest were cultivated. Second, pre-service Early Childhood Educators integrated the topics of integrated movement activities with what they learned in theory, experiencing them as a method of practical knowledge. Third, pre-service Early Childhood Educators extended their prior experience with integrated movement activities into creative physical expressions, including elements like imagination, inference, and embodied representation. This study seeks to find significance in that it explores the practical knowledge potential in child movement activities, demonstrating that integrated movement activities, combining art and physical activities, enable pre-service Early Childhood Educators to experience and extend diverse and specific creative physical expressions.