A Study on Application Method in the Field of Poetry Education of Young Children with Developmental Delays: With a Special Reference to the Trend of Experimental Research Designs of Early Childhood Poetry Education

Abstract

본 연구는 유아동시교육 연구동향 분석을 통해 동시교육의 경향성을 알아보고, 이를 토대로 발달지체유아의 동시교육 현장 적용방안을 모색하는 연구이다. 총 76편의 유아동시 관련 학위논문을 11개의 기준에 따라 분석하였고, SPSS를 이용하여 빈도와 백분율, 케이스백분율을 산출하였다. 연구 결과 첫째, 유아동시교육 관련연구는 2000년대 초반 활발히 연구되었다가 최근 다시 주목되는 분야이다. 둘째, 유아동시교육 실험연구는 주로 만5세를 대상으로 유치원에서 교사가 주 2회, 6-10주간 실행하는 형태로 설계되었다. 셋째, 동시교육은 대소집단과 자유선택활동시간에 교과통합 형태의 활동이 주로 이루어지며 의사소통영역 관련 목표를 달성하려는 경우가 많았다. 넷째, 동시 선정에 있어 절반가량의 논문에서 참고자료를 확인할 수 없었다. 이를 토대로 한 발달지체 유아의 동시교육 현장 적용 방안으로는 첫째, 최근 다시 주목되고 있는 분야로 발달지체유아의 효과적인 동시교육을 위해 관련 분야에 대한 관심이 필요하다. 둘째, 발달지체 유아의 동시교육 역시 반복적으로 이루어질 때 효과를 기대할 수 있으나 실행에 있어 교수자, 교수환경, 대상에서 다양성이 추구된다. 셋째, 발달지체 유아의 동시교육 역시 통합적인 활동으로 이루어져야 하고, 의사소통 관련 목표 뿐 아니라 동시가 가진 예술성을 공유하는 교육이 필요하다. 넷째, 발달지체 유아를 위한 동시교육 역시 동시를 선정하는데 구체적인 기준이나 참고할 자료가 많이 없으므로 추후 연구가 필요하다. 본 연구는 유아동시교육 관련 선행연구를 분석하고 그 결과를 토대로 발달지체유아의 동시교육의 현장 적용 방안을 모색하여 향후 발달지체유아의 동시교육을 위한 기초자료를 제공하였다는데 그 의의가 있다.This study is a study that examined tendency of poetry education through an analysis of research trend of early childhood poetry education and then searched for application point of a site of poetry education of young children with developmental delays. A total of 78 master’s theses related to early childhood poetry were analyzed depending on 11 standards, and frequency, percentage, and case percentage were calculated by SPSS. As a result, first, the studies related to the field of early childhood poetry education were actively studied in the early 2000s, and has been recently receiving attention again. Second, experimental researches of early childhood poetry education were designed as a form that teachers mostly carried out targeting 5-year-old children during 6-10 weeks twice a week in kindergartens. Third, in poetry education, total curricula were mostly reached in large and small groups, and elective activity time, and there were many cases to accomplish goals related to communication. Fourth, in the selection of poetry, reference could not be confirmed in about half of theses. As a application point of a site of poetry education of young children with developmental delays, first, it is necessary to be concerned about related areas for effective poetry education of young children with developmental delays as an area that receives attention again. Second, when poetry education of young children with developmental delays is repeatedly carried out, an effect can be expected, but diversity of teachers, teaching environment, and object is pursued in practice. Third, poetry education of young children with developmental delays should be also carried out as an integrated activity, and an education sharing not only a goal related to communication but also artistry of children’s poem is needed. Fourth, there is not much detailed standard or reference to select a children’s poem in poetry education for young children with developmental delays, so a follow-up study is needed. It is significant for this study to analyze advanced researches related to early childhood poetry education and then to seek application point of a site of poetry education of young children with developmental delays so to offer basic information for poetry education of young children with developmental delays.