초록 열기/닫기 버튼
본 연구는 시각장애유아 민준이1)의 어린이집 사회적 통합과정을 시간의 흐름에 따라 심층적으로 알아보는 것을 목적으로 하였다. 연구대상은 만 3세 민준이었으며, 면담과 참여관찰을 통해 자료를 수집하였다. 연구 결과, 첫째, 민준이는 어린이집에 온지 첫 3주 동안 장애아전담교사와만 지내면서 장애아전담교사에게 의존하였고 또래와는 서로 무관심했다. 둘째, 민준이는 어린이집에 온지 3주가 지나자 더 넓은관계로 나아가면서 장애아전담교사에게서 조금씩 독립하였고 또래에게 다가갔다. 셋째, 민준이는 어린이집에 온지 2개월이 지나자 상호적인 관계로 발전하면서 또래와 상호작용이 자연스러워졌고 교사와 또래에게 도움을 주기도 했다.
This study was to find out in depth about social integration process at the child care center in chronological order for a child named Min-joon who had visual impairment and blindness. Three-year-old Min-joon was a sole participant in this study, and the necessary data was collected through interviews and participant observations. The study first found out that, upon his arrival to the center, Min-joon’s social interactions was constrained with his teacher who was specifically assigned to assist young children with special needs during the first three weeks, and his teacher was the only source of help and assistance. Min-joon started to pay attention to his peer group and began to receive assistance from his peers only after the initial three-week ice-breaking time. Min-joon started to develop interactive relationship after the initial two months. Interaction with his peers became naturally that Min-joon equally provided assistance to his peers while receiving the same from them. Keywords:
키워드열기/닫기 버튼
young children with visual impairment and blindness, social integration,inclusive child care center, case study
