그림책 중심의 비교과 교육과정 적용 이후 나타난 예비유아교사의 그림책에 대한 생각의 변화 연구

Abstract

The purpose of this study is to investigate the changes in the pre-school teachers thinking about picture books after the application of the non-curriculum centered on picture books. The participants are 13 preschool teachers who are enrolled in the 4-year early childhood education department in G-Metropolitan City. The program of experiencing picture books through reading texts and pictures was conducted for them 10 times. As research tools, a metaphorical questionnaire and a drawing method were used. The research results are presented as follows. First, pre-school teachers mainly recognized picture books as a tool for knowledge formation before experiencing the extracurricular program, but after that, they considered the intrinsic value of literature itself as a driving force for thinking and thinking as important. Second, it is a narrative understanding method that focuses on solving problems centered on the main character, mainly focusing on the plot, but after that, the limitless potential emanating from the picture book itself to recognize the importance of all the components of the picture book and understand the interrelationship. Third, I came to have an opinion on ‘picture books that adults can also share in the future from exclusives for toddlers’. Based on these results, it is expected that various non-curricular programs related to picture books will be developed and operated to enhance the broad understanding of picture books, literary literacy and competence of pre-school teachers.