어린이집 일과유형에 따른 보육실 흥미영역구성 특성 (The Characteristics of Spatial Configuration of Activity Areas in Classrooms According to the Types of Daily Routine in Child-Care Centers in South Korea)

서지정보

· 발행기관 : 한국주거학회
· 수록지 정보 : 한국주거학회논문집 / 25권 / 4호 / 83 ~ 91페이지
· 저자명 : 박정아, 최목화

초록

The purpose of this study is to clarify the characteristics between the type of daily routine and spatial configuration ofactivity areas in classroom and provide alternatives for space planning of activity areas in classroom of child-carecenters. This study used the content analysis on daily activity plan and floor plans through field survey. Analysis onfloor plans was conducted for 35 classrooms in 9 child-care centers which allowed field survey. The results of this studywere as follows; There was no significant difference for classroom size according to the type of daily routine in 3 to 5-year-old classrooms. The average size of classrooms was 61.6 m2 for care oriented type, 41.4 m2 for indoor activityoriented type and 48.8 m2 for group activity oriented type. There was no significant difference in composition of activityareas in classrooms according to the type of daily routine. In case of 0 to 2-year-old classrooms, they were composedof 6 activity areas including gross-motor, role play, block building, language, creative expression, exploration/manipulation.
Activity area of the most low frequency was gross-motor area. In case of 3 to 5-year-old classrooms, most classroomswere composed of all the 7 activity areas including art, tone and rhythmic, block building, role play, language, math andscience. Most accessible and central areas in 0 to 2-year-old classrooms were gross-motor and role play. Also, mostseparate areas were exploration/manipulation and block building. Most accessible and central areas in 3 to 5-year-oldclassroom were art and math. Also, most separate areas were tone and rhythmic and science.

영어초록

The purpose of this study is to clarify the characteristics between the type of daily routine and spatial configuration ofactivity areas in classroom and provide alternatives for space planning of activity areas in classroom of child-carecenters. This study used the content analysis on daily activity plan and floor plans through field survey. Analysis onfloor plans was conducted for 35 classrooms in 9 child-care centers which allowed field survey. The results of this studywere as follows; There was no significant difference for classroom size according to the type of daily routine in 3 to 5-year-old classrooms. The average size of classrooms was 61.6 m2 for care oriented type, 41.4 m2 for indoor activityoriented type and 48.8 m2 for group activity oriented type. There was no significant difference in composition of activityareas in classrooms according to the type of daily routine. In case of 0 to 2-year-old classrooms, they were composedof 6 activity areas including gross-motor, role play, block building, language, creative expression, exploration/manipulation.
Activity area of the most low frequency was gross-motor area. In case of 3 to 5-year-old classrooms, most classroomswere composed of all the 7 activity areas including art, tone and rhythmic, block building, role play, language, math andscience. Most accessible and central areas in 0 to 2-year-old classrooms were gross-motor and role play. Also, mostseparate areas were exploration/manipulation and block building. Most accessible and central areas in 3 to 5-year-oldclassroom were art and math. Also, most separate areas were tone and rhythmic and science.

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