유치원의 전통문화교육 실태와 활성화방안 연구

Abstract

This study was conducted to examine the general status of recognition and knowledge on traditional cultural education of kindergarten teachers who excercise traditional cultural education through educational activities in kindergarten and to examine how traditional cultural education is being conducted. And, this study was conducted to examine and promote desirable traditional cultural education by examining the problems of traditional cultural education in kindergarten and by doing so, this study is aimed at presenting basic data for children traditional cultural education and its application. For the purpose, this study was conducted on 200 teachers in public independent kindergartens, public annex kindergartens and private kindergartens in the city of Seoul using questionnaires and frequency, percentage, x2 examination, one-way ANOVA analysis and correlation analysis were conducted as data analyses according to research problems. The summary of results from this study is as follows. First, though kindergarten teachers answered that they recognize the necessity of traditional cultural education and have much interest in that, but their knowledge on traditional cultural education was not sufficient. The knowledge level of kindergarten teachers on traditional cultural education was proportioned to their career, and they showed the highest knowledge level in traditional play education but the lowest in traditional dances. Second, most teachers in kindergartens were conducting traditional cultural education and there were meaningful difference according to career, academic attainments, institution types and children’s age. Teachers of 3 ~ 6 year career showed higher result than teachers of less than 3 year career, teachers who finished graduate school showed higher than teachers who finished junior college, teachers in public independent kindergartens showed higher than teachers in private kindergartens and teachers who are in charge of 5 year old children showed higher result than teachers who are in charge of 3 year old children. When it comes to the frequency of traditional cultural education, it was shown that traditional life culture, traditional art culture and traditional play culture were conducted once or twice a semester each, and they were mostly conducted at the time of the development of life-related themes and specific themes. The satisfaction level of teachers on the execution of traditional cultural education was not so high. Third, when the relation between teachers’ recognition and the realities on traditional cultural education is examined, kindergarten teachers answered that traditional cultural education is necessary on the necessity of traditional cultural education but the majority answered that they rarely execute traditional cultural education on its frequency. Also, static correlation was found between the necessity, interest level and knowledge level of kindergarten teachers on traditional cultural education and the execution frequency of traditional cultural education. Fourth, this study showed that the development of traditional cultural education programs according to the development stages of children and the opportunity strengthening of training and education for teachers on traditional cultural education are required as a promotion plan of traditional cultural education. This study is significant in that it analyzed overall and general status of traditional cultural education in kindergartens by dividing it into 3 sub-categories such as traditional life culture, traditional art culture and traditional play culture in children education, and this study is also significant in that it presented data required for unified development plan of traditional cultural education in kindergartens.