영국과 한국 유아교육기관의 실외놀이의 교육적 접근: 포커스 그룹 토론

Abstract

We explored the pedagogical approaches of outdoor play in preschools in England and South Korea using video-cued focus group discussions. Videos about outdoor play in each preschool in two countries were made and the five participants in each preschool took part in the focus group discussions. The results showed that children in both countries had sufficient opportunities for authentic experiences and problem-solving in meaningful situations outdoors. Outdoor play in the English preschool was free-flow, integrated in terms of time, non-structured and child-initiated, while that in the Korean preschool was pre-planned, time-tabled, structured and educator-led. English educators were more likely to take on the role of supporters or play-partners while the Korean educators acted as either guides or supervisors. Through focus group discussions, educators in both preschools reflected on their pedagogy with the aim of improving their own practices by considering their own and each other’s practices.