유아 STEAM교육과 비주얼 리터러시 활동 연계의 교육적 함의

Abstract

Objectives The purpose of this study is to explore the need for visual literacy education in the field of early childhood education and to present the educational implications about linking early childhood STEAM education and visual literacy activities.
 Methods For this purpose, domestic and foreign academic journal papers, theses, research reports, and books related to visual literacy and STEAM education were analyzed. Through this, the social background of visual literacy and the concept of its components were understood, and the meaning of the link with early childhood visual literacy activities and STEAM education was explored.
 Results First, the concepts of visual literacy presented by various scholars were organized, the components were compared and analyzed, and the components were classified into six categories. Second, it has been confirmed that visual literacy education for young children in Korea is still at a basic level, and that visual literacy education is included in the school curriculum as part of media education in countries such as Australia, the United Kingdom, and Germany. Third, the need to provide visual literacy education from early childhood was confirmed, and the possibility of improving educational effectiveness through linking early childhood STEAM education and visual literacy activities was explored.
 Conclusions Through this study, the need for visual literacy education to proceed from early childhood was revealed, and the educational implications of visual literacy in early childhood education were presented from a philosophical and educational perspective. In addition, the educational meaning of linking early childhood STEAM education and visual literacy activities was presented from a social and educational perspective. This is meaningful in that it can contribute to cultivating the core competencies of convergence talent required in the future society.