근거이론을 기반으로 한 ADHD 성향 유아의 자연체험 효과에 대한 유아교사 인식연구

Abstract

Objectives The purpose of this study is to present a theoretical framework by examining and analyzing the natural experience effects of attention deficit and hyperactivity in children with at-risk ADHD. This is based on the perceptions of early childhood teachers using the grounded theory.
 Methods To this end, in-depth interviews were conducted with a total of five directors and teachers of early childhood education institutions who had experience in conducting nature experiences such as outdoor play, plant growing, and ecological education including forest experience, to children with at-risk ADHD. The collected data was analyzed by applying grounded theory methods such as open coding, axial coding, and selective coding.
 Results First, the analysis of the natural experience effect process of children with at-risk ADHD resulted in 103 concepts, 27 subcategories, and 10 categories. Second, nature experience activities children with at-risk ADHD showed that causal situations such as “natural colorfulness and variability of nature play” had a positive effect on their negative traits of “lowering attention deficit and hyperactivity tendencies,” and this phenomenon was influenced by the contextual conditions of the “vast natural environment” and the “strengths-based educational environment.” In addition, according to the interventional conditions of “activities preferred by all human resources (parents, teachers, infants, etc.),” the strategy of “positive family change” was used, resulting in “growth in developmental areas (language, play, emotion and physical)” and “overall relationship change in educational institutions.” Third, the core category of this course was ‘natural experiences of children with at-risk ADHD are positive’.
 Conclusions The results of this study are expected to be used as a basis for early childhood education institutions to educate, develop, and support nature experiences for children with at-risk ADHD.