본 연구의 목적은 예비유아교사의 어릴 적 놀이경험과 현재 가지고 있는 놀이의 개념에 관하여 알아보는 것이다. 연구대상은 서울시와 경기도에 위치한 대학에 재학 중인 예비유아교사 112명이었다. 연구결과 예비유아교사는 자신들이 어렸을 때 실외놀이를 많이 하였고, 동적인 놀이에 참여하였으며, 놀이시간이 학습보다 많이 이루어졌을 뿐만 아니라 놀이시간도 충분했던 것으로 기억하고 있었다. 또한 전자매체를 활용한 놀잇감이 적었던 것으로 기억하였다. 그리고 예비유아교사들은 자신의 어릴 적 놀이를 재미있고 자유로운 것으로 기억하고 있었으며, 유아들의 현재 놀이에 대해서는 자연에서 놀이하기보다는 인공물을 많이 가지고 놀고, 놀이매체는 다양해졌다고 생각하는 것으로 나타났다. 그리고 놀이를 유아의 흥미와 욕구에 따른 자발적인 활동, 자발적인 동기에서 출발한 주변 환경과의 상호작용, 그리고 유아발달에 있어 모든 발달의 기초로 보고 있는 것으로 나타났다. 본 연구의 결과는 유아를 위한 놀이중심 교육과정의 가치를 인정하고 중요하게 여기는 유아교사 전직교육과정에서 고려할만한 의미 있는 시사점을 제공한다.

The purpose of this study is to look into the play memories of pre-service early childhood teachers and their play concepts. The results of surveying 112 pre-service early childhood teachers who attended colleges in Seoul and Kyungki-Do are as follows: First, The pre-service early childhood teachers remembered their outdoor play experience more than indoor play experience, and active play more than quiet play. They also remembered to play than to study, to have plenty of play time, to have plenty of play materials(toys), to have more self-made play materials than bought, and to have toys which have clear gender role. At the same time, they remembered not to have electronic toys to play with. And the pre-service early childhood teachers remembered to have played in groups rather than individually, and to have played leader roles in a group. Second, looking into the play concepts of the pre-service early childhood teachers, they thought they mostly played role play. For group plays, the teachers also thought role play were most frequently played, followed by team plays, and outdoor play. They remembered that they played freely and had fun. They view that children nowadays play more with artificial toys rather than natural materials, have variety of play materials, and prefer indoor play to outdoor play. The pre-service early childhood teachers picked activity, fun, and life as synonym words of play, and picked oppression, work, and studying as antonym words of play. They view the children play as a voluntary form of curiosity, human instinct, and needs. they also think that outdoor play and role play are good for the children's whole development.

The purpose of this study is to look into the play memories of pre-service early childhood teachers and their play concepts. The results of surveying 112 pre-service early childhood teachers who attended colleges in Seoul and Kyungki-Do are as follows: First, The pre-service early childhood teachers remembered their outdoor play experience more than indoor play experience, and active play more than quiet play. They also remembered to play than to study, to have plenty of play time, to have plenty of play materials(toys), to have more self-made play materials than bought, and to have toys which have clear gender role. At the same time, they remembered not to have electronic toys to play with. And the pre-service early childhood teachers remembered to have played in groups rather than individually, and to have played leader roles in a group. Second, looking into the play concepts of the pre-service early childhood teachers, they thought they mostly played role play. For group plays, the teachers also thought role play were most frequently played, followed by team plays, and outdoor play. They remembered that they played freely and had fun. They view that children nowadays play more with artificial toys rather than natural materials, have variety of play materials, and prefer indoor play to outdoor play. The pre-service early childhood teachers picked activity, fun, and life as synonym words of play, and picked oppression, work, and studying as antonym words of play. They view the children play as a voluntary form of curiosity, human instinct, and needs. they also think that outdoor play and role play are good for the children's whole development.

pre-service early childhood teacher, play memories, play concepts