유아는 문학작품을 접하며 작품이 전해주는 감동을 느끼고, 간접 체험을 통해 경험과 사고의 폭을 넓힐 수 있게 되므로 문학교육은 궁극적으로 유아의 전인발달에 기여한다는 점에서 큰 의 미가 있다. 유아를 대상으로 하는 문학 장르는 크게 동화와 동시로 나눌 수 있는데, 3-5세 누리과 정 교사용 지도서에 수록된 작품의 수를 비교해보면 동화는 274편, 동시는 85편으로 나타난다(이선경, 김경의, 2013). 이는 그 만큼 유아기 문학교육에서의 관심이 동화에 치중되어 있음을 보 여준다. 동시는 비유와 상징을 통해 경험과 정서를 집약적으로 표현하고 어조와 운율, 감각적 어 휘를 사용하여 표현하는 문학 장르이다.
Objective: The purpose of the present study was to find out the development of 4-year-old children's emerging poetry composition process and features of poetic expression through their own forest experiences. This research also aims to explore the possibility of alternative poetry education for early childhood. Methods: This study collected data from one class of four-year olds through classroom observation, interviews with teachers, and the researcher's journal entries on events that occurred during forest walking activities. Results: Research findings showed that it was possible to encourage free expression of metaphors and imagination in children and they were able to share excitement about poetry with their classmates when provided with an alternative environment. One remarkable finding was that children's spontaneous writing and pleasure in poetry did not continue when given the new theme of ‘Mom and Dad'. Conclusion/Implications: The results imply that to encourage the development of children's intuitive poetic words we need to be interested in how to organize and highlight the experiences of children. This study also suggests that positive methodological and teleological changes are needed for poetry education that is separate from language education.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 결과 및 해석 Ⅳ. 논의 및 결론 참고문헌
