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사립 유치원 종일제 특별활동 현황 및 담당강사의 인식

Title
사립 유치원 종일제 특별활동 현황 및 담당강사의 인식
Other Titles
Full-day Extra Curriculum Activities in Kindergarten and the Perception of Part Time Instructors
Authors
최수연
Issue Date
2010
Department/Major
대학원 유아교육학과
Publisher
이화여자대학교 대학원
Degree
Master
Advisors
이기숙
Abstract
본 연구에서는 사립 유치원 종일제 특별활동 현황을 파악하고, 종일제 특별활동에 대한 종일제 교사와 담당강사들의 인식을 각각 알아보고자 하는데 목적이 있다. 이를 위해 다음과 같은 연구문제를 설정하였다. 1. 사립 유치원 종일제 특별활동 현황은 어떠한가? 2. 사립 유치원 종일제 특별활동에 대한 교사의 인식은 어떠한가? 3. 사립 유치원 종일제 특별활동에 대한 담당강사의 인식은 어떠한가? 본 연구는 서울․경기에 소재한 사립 유치원의 종일제 교사 227명과 특별활동 담당강사 10명을 대상으로 하였다. 연구도구는 종일제 특별활동 현황을 알아보기 위해 국내 선행연구를 기초로 연구자가 전문가 1인과 협의ㆍ검토하여 구성한 설문지와 종일제 특별활동에 대한 담당강사의 인식을 알아보기 위해 김은영ㆍ조혜주ㆍ김경미(2008)가 개발한 유아교사용 면담 질문들을 본 연구의 연구목적에 맞게 수정ㆍ보완하여 사용하였다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째, 사립 유치원 종일제 특별활동의 현황은 대부분의 사립 유치원에서 보통 2-3개에서 최대 10개까지의 특별활동을 실시하고 있었다. 특별활동의 집단 구성은 전체적으로는 소집단 형태가 많았고, 1회당 시간은 대체적으로 30분과 50분 사이에 소요, 유아 1인이 월평균 각 특별활동에 대해 2만원에서 4만원 정도의 참가비용을 부담하는 것으로 나타났다. 특별활동 담당자는 담당강사 비율이 높았고, 담당강사 특별활동 진행시 담임교사는 주로 보조교사 역할을 한다고 하였다. 특별활동의 선택 여부에 있어서는 과반수의 종일제 유아들이 특별활동을 의무적으로 하고 있는 것으로 나타났고, 교사의 과반수가 특별활동과 정규 교육과정을 연계하지 않는다고 하였다. 둘째, 사립 유치원 종일제 특별활동에 대한 교사의 인식에서 교사들은 담당강사가 진행하는 특별활동에 대해 과반수가 높은 만족도를 나타내었고, 특별활동 담당자로 외부인력을 대부분 선호하였다. 특별활동을 실시하는 이유로는 프로그램의 다양화와 부모의 요구가 높게 나타났고, 종일제에서 특별활동은 장시간 운영으로 꼭 필요한 것으로 인식하고 있었다. 종일제 특성화 활동에 대한 의견으로 현실을 적절하게 반영한 것으로 환영하며 다양한 프로그램이 실시될 것을 기대하고 있었다. 종일제 오후 프로그램에서 필요하다고 생각하는 특별활동의 종류로는 예체능 분야가 높게 나왔고, 적정한 특별활동의 개수와 실시횟수로는 각각 2-3개와 2-3회를 많이 지목하였다. 종일제 특별활동의 실시방향에 대한 교사의 의견으로 특별활동 강사의 질 향상이 필요하다는 주장이 가장 많았고, 그 외에 기초체력 강화 프로그램 실시, 유치원 자율성 보장 등의 의견이 있었다. 셋째, 사립 유치원 종일제 특별활동에 대한 담당강사의 인식에서 담당강사들은 자율적이고 바쁜 일정 가운데, 수업장소 이동을 많이 하고 있었다. 담당강사의 특별활동의 중점으로는 유아의 재미와 흥미였고, 담당강사 스스로 수업에 대한 만족도는 유아들의 반응에 따라 다르며, 강사 자신의 전문성에 대해 만족하지 못하다는 의견이 있었다. 종일제 특성화 활동에 대한 의견으로는 강사의 질 향상을 기대하여 찬성하는 입장과 일터 유지에 대한 불안감, 비현실적 측면으로 인한 우려의 견해가 있었다. 종일제 오후 프로그램에서 필요하다고 여겨지는 특별활동의 종류에는 예체능 분야가 있었고, 적정한 개수와 실시횟수에는 각각 1-3개, 1-3회라고 생각하고 있었다. 담당강사들은 특별활동의 담당자로 담임교사보다는 담당강사가 적합하다는 의견이 가장 많았다. 담당강사의 특별활동 실시방향에 대한 제안으로 유아중심교육, 담당강사 교육 지원, 특별활동 프로그램 다양화, 제반시설 마련 등이 제시되었다.;The purpose of this research is to examine extracurriculum activities in private kindergartens as well as the perception of both full-day kindergarten teachers and part time instructors regarding extra curriculum activities. For this research the following research questions have been set. 1. What is the current situation of full-day extra curriculum activities in private kindergartens? 2. What is the perception of full-day teachers towards full-day extra curriculum activities in private kindergartens? 3. What is the perception of part time instructors towards full-day extra curriculum activities in private kindergartens? This research is based data collected from 227 full-day teachers from private pre-schools based in Seoul, Kyunggi regions as well as ten part time instructors. Research tools were based on studies already made in Korea on the current situation of extra curriculum activities in kindergartens, questionnaires composed in consultation with a specialist and interview questions developed Kim Eun Young, Cho Hae Ju and Kim Kyung Mi(2008) and complemented and modified for the purpose of this study to research the perceptions of part time instructors. The results of the research are as follows: First, it was found that most private kindergartens run 2-3, sometimes as many as 10 different types of extra curriculum activities and the type and number of activities varied between kindergartens. As for the size of extra activities classes, although it varied according to the activity, they were mainly in small groups. The number of times these activities took place per week, differed according to the type of activity and one class usually lasted between 30-50 minutes. Fees to participate in such activities ranged between 20,000won to 40,000 won per child. As for whether the extra activity was an option, over half the teachers replied that it was mandatory for the children to take the extra activity classes. Over half the teachers replied that extra activities were not connected to the regular curriculum and full-day teachers met with part time instructors only once or twice a year. Second, as for the teacher's perception towards extra activities in kindergartens, over half the teachers were satisfied with an external instructor teaching the activity and also expressed satisfaction with the appropriateness of the content, the effectiveness of the teaching method, expertise of the instructor. The reasons for running such extra activities ranged from wanting a diverse program, requests by parents and were important in order to maintain a program for the entire day. When asked for their views on the Government Special Activity Program, most teachers welcomed the plan as it took into account the reality of kindergarten education and looked forward to various programs being introduced. As for activities that teachers felt were needed for the afternoon program at pre schools, many replied that activities in art, music and sports were needed and they replied that an appropriate number of activities would be 2-3 about 2-3 times a week. Full-day teachers stated that an improvement in the quality of the instructor for the extra activities who understood children, was needed. There were also views that a basic fitness program for children, and a program that maintains the freedom of the kindergarten would be required. Third, as for the perception of part time instructors on teaching extra activities in kindergartens, they had a free but busy schedule. They also have different schedules for each age group and spend a lot of their time travelling between schools. They place their main focus on making the children have fun and attracting their interest and they also believe safety, sociability and understanding principles are important for the children. Their satisfaction or dissatisfaction with their teaching was based on how the children responded and they were also dissatisfied with their lack of expertise as well as pay. Regarding the Government Special Activity program, some welcomed it and they looked forward to an improvement in the quality of instructors, having a legitimate basis for extra activities, more teachers/easier management, and variety in program. However, there were some concerns about the uncertainty of their work position and that they did not think it was realistic. As for extra activities that they felt were needed in the afternoon program in kindergartens, most replied that art, music and sports were needed and appropriate number of lessons and frequency was 1-3 types of activities, 1-3 times a week. They also replied that external instructors were more suited than kindergarten teachers to teach these activities. Others replied that while they believed it was possible for the kindergarten teacher to teach, they felt it was more appropriate to have an external instructor who had majored in early childhood education. External instructors have put forward views that the education should focus on the children, there should be financial support for teachers training, variety in extra activities and supporting facilities should be established.
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