본 연구는 가정어린이집 14~16개월 영아들의 초기적응과정에서 놀이가 어떻게 나타는지를 분석하였다. 연구문제는 어린이집 초기적응과정에서 엄마와 함께하면서, 엄마와 분리 후, 교사와 애착을 형성하면서, 또래와의 놀이는 어떻게 나타나는가? 이다. 연구대상은 서울시 S 어린이집에 재원중인 14∼16개월 영아 3명으로 참여관 찰과 동영상 자료와 전사된 자료를 범주화하여 분석하고 해석하였다. 연구결과는 영아는 엄마와 함께 하면서 엄마의 놀이행동이 영아의 탐색활동을 이끌어 영아의 탐색이 서로 다르게 나타났다. 엄마와 분리 후 영아는 잠간동안 놀이를 할 수 있으 나 불안하여 곧 엄마를 찾았고 불편함을 신체로 표현하고 보채며 일과적응을 힘들 어하였다. 교사와 애착을 형성하면서 영아는 울먹이며 엄마를 찾고 교사에게 안기 면 교사는 놀이를 지원하며 옆에서 함께 해 주면 영아가 놀이에 집중하여 지속적인 기능놀이가 나타났다. 또래와의 놀이에서 영아는 또래 옆에서 한 가지 사물에 집중 하며 다양한 탐색을 하였고, 또래와 익숙해져서 사회적 놀이수준에서 병행놀이와 블록으로 구조물을 만들어 케揚繭?명명하며 생일축하 놀이를 가상하는 상상놀이 를 하였다.
The purpose of this study was to analyze the play activities of 14 to 16 months infants at childcare centers during early adjustment through qualitative case study. The research problems according to this purpose of study are as follows : First, ‘How are the play activities of infants doing with mothers during early adjustment to childcare centers?’ Second, ‘How are the play activities of infants doing after being separated to mothers during the early adjustment to childcare centers?’ Third, ‘How are the play activities of infants doing when forming attachment with teachers during the early adjustment to childcare centers?’ Fourth, ‘How are the play activities of infants doing with peer group during the early adjustment to childcare centers?’ The 14 to 16 month aged three infants at S childcare center in Seoul were studied. Collected data was transcribed, and analyzed through coding. Finally, the data was categorized, analyzed and interpreted. The results of this study are as follows. First, Infants started the early adjustment with mothers in day care centers, but as the play behavior of mothers led exploration activity of infants, the exploration of infants all differed from each other. Second, After infants are separated from mothers, they can continue playing games for a little while, but went to find their mothers by feeling uneasy of the situation. Third, When a teacher plays with a infant but soon shifts his or her attention to a different infant, he becomes tearful, looks for his mother, and throws himself into the teacher's arms. When a teacher played games next to a crying baby by making interaction of supporting games to a crying infant, they concentrated on games more and showed continuous functional play. Fourth, Infants did various explorations while concentrating on one object next to a peer. Infants became acquainted with peers and played games side by side in social play standard of having interest in each other while playing different games right next to each other. Infants stacked blocks and made a structure that they called a cake, and played an imagination play of a birthday party.
Ⅰ. 서 론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 및 제언 참고문헌
