유아의 놀이에서 발현되는 전시의 양상과 의미

Abstract

Objectives The purpose of this study was to look at the exhibitions that are naturally expressed in children's play, and to see how children-led exhibitions appear and what their meanings are.
 Methods From November 21, 2019 to February 21, 2020, 18 children in a 4-year-old class participated and observed at a workplace daycare center located in Seoul. Data was collected. Based on the collected cases, meaningfully described dialogues were extracted through the process of ‘transcription-coding-topic generation’, and analyzed by categorizing them into 5 areas according to context.
 Results Depending on the purpose and intention of the children, children's exhibitions are ‘exhibits without an audience only for me’, ‘exhibits that I want to show to someone’, ‘exhibits to play afterwards’, ‘exhibits to keep safely and to possess’. It was categorized as ‘Exhibition’. From secret private exhibitions that only oneself knows, to the types of exhibitions that change and expand while communicating with the members of the daycare center (children, teachers, parents, etc.), they appeared in a new and colorful appearance as they gradually changed. Children's play was exhibited as a single scene, and as time passed and the exhibition changed again, the circulation of play and exhibition was meaningful as a way for children to communicate with the world.
 Conclusions Children's exhibitions were not simply intended to show the outcome of the work, but were a process that contained experiments and challenges that followed by play. Through exhibitions expressed in play, children expressed what they were interested in as a representation, and exhibited them in their own way to establish their own identity. By paying attention to the value of exhibitions led by children as a process of play where children's learning takes place, teachers should support children so that they can exhibit them in any way they want.