교실 공간으로서의 벽면에서 이루어지는 유아 참여적 전시의 의미

Abstract

Objectives The purpose of this study is to find out the process and educational meaning of young children’s participatory displays on the wall as a classroom space.
 Methods To this end, from the beginning of September 2019 to the end of February 2020, the 4-year-old class was observed twice a week, and a teacher and children were interviewed, and collection of artifacts were conducted. The collected data was analyzed using the thematic analysis method, taking the content of the participatory wall display for young children suggested by Kang, Jinju and Goh, Eun Kyoung (2022) as an interpretive framework.
 Results As a result of this study, the tree display, ‘rainbow tree’ named by children and their parents was put in seven different shapes on the wall of the class for 6 months. The process and meaning of the wall display: First, as breaking the space boundary, the rainbow tree changed its appearance in various ways, and a wall display changed the space of our class. Second, as breaking the time boundary, the current interest of our class was revealed, and a wall display was made in which our stories with serendipity were continuously made. Fourth, as breaking the boundaries of authority, the children's participation became more diverse and the wall displays were made to tell our authentic stories.
 Conclusions It was discussed that the young children’s participatory wall display constituted the narrative of young children and was a child-centered educational experience in which children could actively participate in learning, which the wall can be a meaningful space within the classroom as a place for playing and documenting at the same time.