ScholarWorks@숙명여자대학교

초록

This study analyzed the lived experiences of participants in the parent-participatory early childhood arts education program “Happy Arts Olympics” using a phenomenological approach. The research sought to explore the artistic, emotional, and social experiences of children, the shifts in perception and self-reflection experienced by parents through joint participation, and the educational meanings and challenges identified by arts education practitioners. The findings revealed that children expanded self-expression and agency while strengthening secure attachment. Parents rediscovered relational bonds with their children through co-creation and experienced self-reflection along with a shift in parenting perspectives toward process orientation. Arts education practitioners strengthened their identity as mediators of being and expanded relational professionalism. These outcomes demonstrate that early childhood arts education transcends mere skill acquisition and fosters ontological transformation. Furthermore, the study provides directions for the development of future parent-participatory programs and for establishing policy foundations, while suggesting the need for subsequent research to examine applicability and dissemination across diverse educational contexts.

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