유아의 놀이성에 대한 교육신경학적 함의 = Educational Neuroscience Implications of Playfulness in Early Childhood

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the educational neuroscience implications of playfulness in early childhood based on the functions and developmental mechanisms of the brain identified in neuroscience. To achieve this, early childhood playfulness was interpreted from a neuroscientific perspective, and the effects of play experiences on young children’s brain development and learning systems were discussed within the framework of educational neuroscience. The findings revealed that playfulness is a multidimensional developmental system integrating physical, social, emotional, cognitive, and creative elements. In particular, playfulness was found to play an important role in the development of executive functions and self-regulation based on the prefrontal cortex, integrated brain development through sensory and physical experiences, social brain development through peer interaction, and the enhancement of positive emotions and creativity. In addition, the play experience was interpreted as activating dopamine release to promote learning motivation and flow, and to support effective learning in an emotionally stable state. Based on these findings, this study suggests that early childhood education should move toward play-centered educational environments emphasizing voluntary play, sensory and physical play experiences, peer interaction, support for executive functions and self-regulation, and educational cultures focused on positive emotions and creativity. This study is significant in that it reexamines the educational value of play from an educational neuroscience perspective by integratively connecting theories of neuroscience and cognitive science with early childhood education.