아동중심 유아환경교육을 위한 사회환경교육자의 자기 성찰적 실행연구

Abstract

This study is an action research with the purpose to recognize the problems of early childhood environmental education based on transferring information and to have the teacher as a researcher carryout the process based on child-centered approach. The 6-session program was offered to 41 of 5 years sharp. According to the results, first, the reflection of child-centered philosophy on early childhood environmental education turned a passive recipient into a knowledge constructor who played a leading role in solving problems. Second, the teacher who had focused on transferring environmental information paid more attention to children and spent more time with children, than focusing on ‘only’ information. Significance of this study might be that it gave a chance to arouse the importance of child-centered philosophy in early childhood environmental education where only information transferring is still prevalent and is not institutionalized, yet.