영아의 생태친화적 오감놀이에 대한 의미 탐색

Abstract

This study is to develop alternative eco-friendly programs for daycare centers that do not have the conditions to practice eco-friendly childcare, such as daycare facilities and natural environments applying eco-friendly five sense play using an ethnography study. For this study, eco-friendly five-sensory play was conducted for infants aged 0 to 2 years old at a home-based daycare center, and participant observation was conducted. The development of eco-friendly five senses play was carried out in the first stage of becoming familiar with the subject matter, the second stage of leading integrated play, and the third stage of connection and expansion play, and was developed in a circular manner. The research results were derived from the meaning that infants' eco-friendly five-sensory play has on the infants and teachers in the daily routine of the daycare center. The research results are as follows. First, the meaning of eco-friendly five-sensory play for infants was summarized as imitating the play of teachers and peers, opportunities for more interactions, connecting previous and current experiences, expanding the concept of specific objects, and artistic experience. Second, the meaning of eco-friendly play to teachers is learning together with infants, becoming a playmate for infants, being a person who shares infants' experiences, providing learning opportunities through recognition of experiences, and opportunities for natural integration of the contents of the play-centered Standard Child Care Curriculum. The significance of the study is daycare centers in residential areas and small home daycare centers can provide opportunities for interaction and play that fully utilizes the five senses by providing natural objects in the classroom.