John Dewey의 아동중심교육론은 유아교육에 많은 영향을 주었으나 그의 교육론이 유아교육적 관점에서 고찰된 연구는 미비하다. 본 연구는 아동중심 교육이론을 체계적으로 확립하고 실천한 John Dewey의 교육론을 이론적 주축개념, 교육목적, 교육내용, 교육방법, 교사의 역할 등의 측면에서 고찰하고 그의 교육이론이 유아교육에 주는 의미와 실천 방향을 제시하였다. 그의 교육론에 나타난 성장, 경험, 반성적 사고, 지식 등의 주축개념들은 각 개념 간의 상호 관계 속에서 통합적으로 이해해야 한다. 그리고 그러한 개념들은 교육목적, 교육내용 및 교육방법, 교사의 역할 등에 통해서 구체적으로 나타나며, 이러한 것을 통합적으로 이해함으로써 듀이의 아동중심교이 함의하고 있는 유아교육의 방향을 알 수 있다.

The purpose of this seeay is to investigate John Dewey‘s pedagogic theory and its meaningful effects on childhood education. The perspective of Dewey‘s pedagogic theory is as follows; First, the value of childhood education should be in itself. Early childhood education is not preparation period for elementary school, neither should it be the meaning for the children‘s future. Second, early childhood educators should believe that children grow intellectually, emotionally and socially when children fully understand their experiences. The quality of their experiences is more important than the quantity. Third, early childhood education should start from the play and occupation in family and be composed of investigation of curriculum gradually. Fourth, We should bear in mind that child‘s interest is the most valuable thing of all. The meanings of Dewey‘s perspective on the practice of early childhood education are ; First the purpose of the curriculum of childhood education should be formulated dynamically. If the purposes of education is given from the outside and fixed., the children lose interests. Because there comes be a division between the purpose of education and the purpose of children‘s play. Second, children should be free to choose their own purpose, means and ways of active play. If children see the result of the activity and have a prospective aim, the children can control their play intelligently. Third, children should be accustomed to think reflectively in every activity. Fourth, the teacher should be along side the children during thier play experiences, give them suggestions, analyze their experiences, and prepare environments that educate them indirectly.

The purpose of this seeay is to investigate John Dewey‘s pedagogic theory and its meaningful effects on childhood education. The perspective of Dewey‘s pedagogic theory is as follows; First, the value of childhood education should be in itself. Early childhood education is not preparation period for elementary school, neither should it be the meaning for the children‘s future. Second, early childhood educators should believe that children grow intellectually, emotionally and socially when children fully understand their experiences. The quality of their experiences is more important than the quantity. Third, early childhood education should start from the play and occupation in family and be composed of investigation of curriculum gradually. Fourth, We should bear in mind that child‘s interest is the most valuable thing of all. The meanings of Dewey‘s perspective on the practice of early childhood education are ; First the purpose of the curriculum of childhood education should be formulated dynamically. If the purposes of education is given from the outside and fixed., the children lose interests. Because there comes be a division between the purpose of education and the purpose of children‘s play. Second, children should be free to choose their own purpose, means and ways of active play. If children see the result of the activity and have a prospective aim, the children can control their play intelligently. Third, children should be accustomed to think reflectively in every activity. Fourth, the teacher should be along side the children during thier play experiences, give them suggestions, analyze their experiences, and prepare environments that educate them indirectly.