유아교실에서는 놀이와 학습을 동시에 통합하여 발생하는 유아들의 지식형성과정의 특성으로 인해, 다양하고 풍부한 지식을 주요하게 다루는 이야기나누기시간에 대한 관심과 중요성이 꾸준히 부각되어 왔다. 본 연구는 유아들의 풍부한 문학적 상상력을 근간으로 한 내러티브 중심의 이야기나누기방식을 통해 유아들의 지식형성의 특성이 어떠한지를 살펴봄으로써 내러티브 중심의 교수방식이 유아교실에 긍정적인 변화를 가져올 대안이 될 수 있을지를 탐구하고자 하였다. 연구결과, 내러티브 중심 이야기나누기시간에서 보여진 유아들의 모습은 자유롭게 이야기하고 자신의 감정을 표현하며 노래하고 즐기는 ‘놀이’의 모습과 함께 적극적이고 주체적으로 생각을 이야기하고 갈등과 타협 상황을 통해 서로 논쟁하고 토론하며 합리적으로 지식을 구성해 가며 직접 실험하는 과정을 통해 ‘학습’하는 모습을 동시에 보여주고 있었다. 또한 내러티브를 활용함으로써 이야기나누기시간의 엄숙하고 경직된 분위기는 자유롭고 활기차고 스스로 몰입할 수 있는 분위기로 변화되었다. 내러티브가 유발하는 문학적 상상의 세계는 유아들이 단순히 개념적으로 지식을 암기하고 받아들이는 것을 넘어 지식을 내면화시키고 스스로 예술로 표상하고자 하는 충동으로 이어졌다. 본 연구의 결과로 내러티브 중심 이야기나누기시간이 유아교실의 수업문화를 긍정적으로 변화시킬 수 있는 가능성을 보여주고 있음을 조심스럽게 제안하면서 나아가 현장에서 고민하는 많은 교사들에게 힘을 실어줄 수 있는 보완적 기능이 될 수 있는지를 논의하고자 하였다.

Circle time in early childhood classrooms is considered as one of the most difficult large-group activities for teachers because they should teach logical concepts to children at the same time as the children are playing. With this in mind, the purposes of this study were twofold: (1) to investigate the characteristics of young children's construction of knowledge in narrative-focused circle time and (2) to explore the possibility of narrative-focused circle time as an alternative to standard circle time in early childhood classrooms. In this light, changes occurring in an early childhood classroom after using narratives during circle time were observed and analyzed. This study found that young children showed not only their 'playing' behaviors by freely expressing their thoughts and feelings, singing songs, and enjoying the circle time but they also exhibited their 'learning' behaviors by actively talking, discussing, solving conflicts, and testing their own hypotheses. In addition, thanks to narratives included in the circle time, the atmosphere of circle time was changed from being serious and strict to being free, dynamic, and lively. The world of imagination brought by narratives did not keep the children within the scope of formal cognition. Beyond such scope, the young children could internalize what they learned and showed their desire for expressing their feelings and learning through arts. Based on the findings of this study, we carefully suggested narrative-focused circle time be an alternative of the circle time activities to bring positive changes in the culture of early childhood classroom. Also, we discussed narrative-focused circle time as a solution to early childhood teachers' problem concerning teaching concepts to young children as they play during circle time.

Circle time in early childhood classrooms is considered as one of the most difficult large-group activities for teachers because they should teach logical concepts to children at the same time as the children are playing. With this in mind, the purposes of this study were twofold: (1) to investigate the characteristics of young children's construction of knowledge in narrative-focused circle time and (2) to explore the possibility of narrative-focused circle time as an alternative to standard circle time in early childhood classrooms. In this light, changes occurring in an early childhood classroom after using narratives during circle time were observed and analyzed. This study found that young children showed not only their 'playing' behaviors by freely expressing their thoughts and feelings, singing songs, and enjoying the circle time but they also exhibited their 'learning' behaviors by actively talking, discussing, solving conflicts, and testing their own hypotheses. In addition, thanks to narratives included in the circle time, the atmosphere of circle time was changed from being serious and strict to being free, dynamic, and lively. The world of imagination brought by narratives did not keep the children within the scope of formal cognition. Beyond such scope, the young children could internalize what they learned and showed their desire for expressing their feelings and learning through arts. Based on the findings of this study, we carefully suggested narrative-focused circle time be an alternative of the circle time activities to bring positive changes in the culture of early childhood classroom. Also, we discussed narrative-focused circle time as a solution to early childhood teachers' problem concerning teaching concepts to young children as they play during circle time.