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본 연구는 생태유아교육의 연구 동향을 알아보기 위해 2008년 8월까지 발표된 생태유아교육과 관련된 학위논문과 학술지 수록 논문의 편수, 연구 주제별 내용, 연구방법 등으로 나누어 분석하였다. 예비분석을 통해 수정된 연구 주제별 내용 분석 기준과 연구 방법 분석 기준을 근거로 선정된 101편의 학위논문과 학술지 수록 논문 115편 모두 216편을 분석하였다. 본 연구의 연구문제를 중심으로 분석한 결과는 다음과 같다.첫째, 생태유아교육 관련 학위논문 및 학술지 논문의 연도별 동향을 분석한 결과, 지속적으로 꾸준히 연구되어 오고 있다. 둘째, 생태유아교육에 대한 연구 주제별 내용 동향을 분석한 결과, 생태유아교육 이론 및 특성과 현장적용 방안, 효과검증, 교사교육, 부모교육 순으로 나타났다. 셋째, 생태유아교육에 대한 연구의 연구방법별 동향을 분석한 결과, 연구유형의 측면에서는 문헌연구가 가장 많이 나타났고, 조사연구, 사례연구와 실험연구 순으로 나타났다. 넷째, 생태유아교육에 대한 연구대상 측면에서는 문헌을 대상으로 한 연구가 가장 많이 나타났고, 다음으로 유아와 현직교사, 부모, 예비교사를 대상으로 한 연구 순으로 나타났다. 다섯째, 생태유아교육에 대한 자료수집방법은 내용분석법과 면접법이 많은 것으로 나타났다.


There are lots of researches for eco-early childhood education recently for eco-early childhood education. However, some of those are duplicated as existing theses or attached too much importance to specific areas. Therefore, the purpose of this study is focused on finding a research trend in eco-early childhood education by year through analyzing theses for a doctorate and a master published in early childhood education and general journal till August, 2008. For this research, eco-early childhood education theses are classified into the number of theses, research type, contents, method, and research group by year. The object of the study is analyzing 115 theses for a doctorate and master's degree and 101 academic journals published in the early childhood education and general scientific journal that includes eco-early childhood education till August, 2008. Standards for each content of the study are following; First, we categorized the criterion for analyzing into 5 areas; Analyses of the theory and characteristics of eco-early childhood education, practical methods for application, verification of effects, education for teachers and for parents. The criterion for analyzing each category is based on that of Ji, Ok Jeong(2002). In addition, we further divided the meaning of eco-early childhood education into 6 parts made by Lim, Jae Tack(2005 ). We polished the research method adequately using two criteria. One of our criteria is from that Hur, Woo Jeong and Hwang, Hae Ik used and the other is based on that of Chi, Sung Ae of and 5 more people. Secondly, we investigated the tendency of themes which are used in research. It was turned out that the most favored theme of research was concerned with the theory and characteristics of eco-early childhood education and the practical methods for application. The verification of effects and the education for teachers are also favored but less than it as mentioned above. The education for parents is unlikely chosen for a theme of research. Thirdly, the target of the study are young children, parents, pre-teacher, teacher, document and etc. Frequency and percentage are used as a data analysis. In case of contents which come under more than a subordinate item during the process of data analysis, this item is calculated as a overlapping question. The results from the study are following; First, the number of thesis for eco-early childhood education has been increased. Secondly, the contents of the study of eco-early childhood education have been inclined the theory and characteristics, methods for practical application, verifying effects, education for teachers and education for parents in order. Thirdly, the methods used in the study of eco-early childhood education are document study, examination study, example study, and experiment study in order. Fourthly, the target for this study of the eco-early childhood education is largely focused on documents, childhood, teachers, parents, pre-teachers in order. Fifthly, the methods of analyzing contents and doing interviews are usually used for gathering materials concerned with eco-early childhood education.