본 연구는 표준보육과정과 생태보육과정을 운영하는 어린이집의 만5세 아이들의 일과를 살펴보며 각각의 보육과정이 아이들의 일과 속에서 어떻게 실행되어지며 그 실천적 의미가 무엇인지를 질적연구방법으로 분석해 보고자 하였다. 이를 위해 표준보육과정을 운영하는 A어린이집과 생태보육과정을 운영하는 B어린이집의 만5세 아이들을 연구 참여자로 하여 7개월간 참여관찰 및 면담을 실시하였다. 연구결과, 아이들의 일과가 의미하는 바는 크게 일과의 시간적 흐름, 공간적 흐름, 놀잇감의 흐름에서 찾아볼 수 있었으며, 구체적으로는 A어린이집 아이들의 일과는 첫째 정해진 시간에 따르는 하루, 둘째 정해진 공간에서 보내는 하루, 셋째 제공된 놀잇감을 가지고 노는 하루로 드러났다. B어린이집 아이들의 일과는 첫째, 자유롭게 시간을 보내는 하루, 둘째 자유롭게 공간을 이동하는 하루, 셋째 스스로 만든 놀잇감을 가지고 노는 하루로 드러났다. 본 연구를 통해 아이들의 어린이집에서의 일과를 이해하고, 바람직한 보육 및 보육환경 마련을 위한 기초자료로 활용할 수 있을 것이다.

This study examined the daily work of five-year old children at a Standard Childcare Curriculum daycare center and an Eco-early Childhood Education center. The research methodology was informed by a qualitative approach. The research participants, who were studied for seven months, were children in the Yellow class at the daycare center and Blue class in the Eco-early center. In the Yellow class, the children’s daily classroom schedule dictated their use of time and space., and the objective was to maintain their ‘busyness.’ They spent most of their time moving their bodies from one space to another within the classroom, playing with toys, mostly artificial, under rules set by the teacher. The emphasis in the Blue class was on playing freely. There was no recognition of obligations or time constraints. Children usually played near the door, voluntarily creating toys from the various, usually natural, materials that they found nearby. A basic study on the development of daycare and its environment is needed.

This study examined the daily work of five-year old children at a Standard Childcare Curriculum daycare center and an Eco-early Childhood Education center. The research methodology was informed by a qualitative approach. The research participants, who were studied for seven months, were children in the Yellow class at the daycare center and Blue class in the Eco-early center. In the Yellow class, the children’s daily classroom schedule dictated their use of time and space., and the objective was to maintain their ‘busyness.’ They spent most of their time moving their bodies from one space to another within the classroom, playing with toys, mostly artificial, under rules set by the teacher. The emphasis in the Blue class was on playing freely. There was no recognition of obligations or time constraints. Children usually played near the door, voluntarily creating toys from the various, usually natural, materials that they found nearby. A basic study on the development of daycare and its environment is needed.

standard childcare curriculum, eco-early childhood education curriculum, daily work