earticle

영어

The purpose of this study was to examine the meaning of the problem behaviors of children based on the experience of teachers in various settings of early childhood education institutions and their understanding of it. It's specifically meant to shed light on the aspects and significance of early childhood problem behaviors according to the experience of teachers and to interpret their perspective about problem behaviors. A research question was posed: What is the meaning of the problem behaviors of children according to the experience of early childhood teachers who participate in this study? Literature of children problem behaviors was analyzed, and domestic and foreign literature of early childhood education from the perspective of the reconceptualization of that education and from a reconceptualistic standpoint were analyzed. As for data collection, semi-structured in-depth interviews were conducted after four experienced teachers who had four years or more of experience were selected, and triangulation was carried out by making a nonparticipant observation and by gathering reference materials. As a result, according to the experience of the teachers, the meaning and complexity of problem behaviors could be classified into three aspects. One kind of problem behaviors could be received in a different way depending on the contexts, and another problem behaviors were double-sided depending on the contexts of place. The third problem behaviors varied with the developmental contexts of children. The findings suggested that it's required to take diverse approaches to the problem behaviors of children in consideration of the circumstances of teachers and children, and that the reconceptualistic perspective about education is necessary to understand both of them.

한국어

본 연구의 목적은 다양한 유아교육기관 맥락 속에서 교사의 역할을 수행하고 있는 교사들의 경험을 통해 유아 문제행동의 의미와 이해가 어떠한지 알아보는 것이다. 이를 통해 각 교사들 의 경험 속에서 드러나는 유아 문제행동의 양상과 의미를 드러내고, 문제행동을 바라보는 교사 의 관점을 해석하고자 하였다. 이를 위해 유아 문제행동에 대한 문헌고찰을 실시하고, 4년차 이상의 경력교사 4명을 대상으로 반구조화 심층면담을 중심으로 비참여관찰과 참조자료를 수 집하였다. 연구결과 유아교사들의 다양한 환경과 맥락 속에서 정의되는 유아 문제행동의 의미 는 상이했으며, 각 교사들이 처한 상황적 특성과 개인적 경험의 다양성은 교육과정에 대한 재 개념화의 필요성을 증명하였다.