본 연구의 목적은 유아교사와 예술치료사의 자질, 역할, 교육 및 치료환경을 비교하여 서로 간의 유사점과 차이점을 알아봄으로써 교육과 예술치료가 통합된 프로그램 개발을 위한 기초 자료를 제공하는데 있다. 유아교사와 예술치료사의 자질은 개인적 자질과 전문적 자질로 나누어 비교하였고 역할은 자유놀이시의 유아교사의 역할과 비지시적 아동예술치료시의 치료사의 역할을 비교하였으며 교육 및 치료환경에 있어서는 놀이실과 치료실의 설비와 놀이 감을 중심으로 비교하였다. 그 결과 자질 면에 있어서는 유아교사와 예술치료사에게 거의 같은 자질이 요구되고 있음을 알 수 있었으며 역할에 있어서도 중복되는 부분이 많으나 목표의 차이로 인해 서로의 독자적인 영역을 갖고 있었다. 교육 및 치료환경은 특히 큰 차이를 보였으며 교육적 측면에 반하는 놀이 감들이 치료실에서는 사용된다는 점에서 교육과 치료의 서로 다른 측면을 이해할 수 있었다.

This study was designed to provide the basic sources to develop the program in which the education and the art therapy are integrated by making a comparison between the role and qualification of the early childhood teachers and the art therapists and the environment and finding out the similarities and differences among them. As to the qualification of the early childhood teachers and the art therapists, the qualifications were divided into two main classes; personal qualification and professional qualification. The role of the early childhood teachers at the free play time was compared with the role of the therapists during non-directive child-centered Therapy. The result indicated that there were needs to be almost the same qualification for both the early childhood teachers and the art therapists, and as to the role, each of them had its own area due to the difference of goals, though there were many overlapped parts. Especially, from the point of view that some aggressive and threatening playthings, which are opposite to the normal concepts of education, used at the therapy rooms, it was possible to understand the difference between the education and the therapy.

This study was designed to provide the basic sources to develop the program in which the education and the art therapy are integrated by making a comparison between the role and qualification of the early childhood teachers and the art therapists and the environment and finding out the similarities and differences among them. As to the qualification of the early childhood teachers and the art therapists, the qualifications were divided into two main classes; personal qualification and professional qualification. The role of the early childhood teachers at the free play time was compared with the role of the therapists during non-directive child-centered Therapy. The result indicated that there were needs to be almost the same qualification for both the early childhood teachers and the art therapists, and as to the role, each of them had its own area due to the difference of goals, though there were many overlapped parts. Especially, from the point of view that some aggressive and threatening playthings, which are opposite to the normal concepts of education, used at the therapy rooms, it was possible to understand the difference between the education and the therapy.

early childhood teachers, art therapy, child-centered therapy