3세아의 학급 공동체 형성 과정에서 나타나는 특성 탐색 = Characteristics of 3-year olds' classroom community.

다국어 초록 (Multilingual Abstract)

This study investigates the characteristics in the formation of a classroom community for three year old children ate kindergarten. in order to determine the characteristics, the participants were observed. The data consisted of field notes, participant observations, daily journal writing interviews, and kindergarten literature.
The results were as follows：
Firstly, the characteristics became apparent over three phases. The first phase was a period of conflict between their individuality and the group. The second phase was a period of integrating the individuals needs and the groups needs. A 3­year old' child in a classroom community gradually conformed to the rules of the group in order to remain a group member. The recognition of others, the formation of relationships with others, the conformity to rules were all recognised as a part of the phase. The third phase involved harmonization with the group. Most of the children were free to play and got along well in groups. Playing with others, caring for others, and self recognition as a class member were all a part of this phase.
Secondly, there eight primary characteristics were identified in the formation of a kindergarten classroom community：conflict between an individual and group needs, conflicts in the are of play materials, recognition of others, the formation of relationships with others, conformity to rules, playing with others, caring for others, and self recognition as a class member.

국문 초록 (Abstract)

본 연구는 3세 유아들이 학급 공동체를 형성하는 과정에서 나타나는 특성들을 탐색하여 집단에 입문하는 유아들의 사회적 발달에 도움을 주고자 하였다. 연구를 위해 경기도 안양시에 소재한 S유치원 3세반에서 한 학기 동안 참여관찰을 하였다. 연구결과, 3세아가 학급 공동체를 형성하는 과정은 세 시기로 구분되었으며, 각 시기에 따른 학급 공동체의 특성은 다음과 같다. 첫 번째 시기인 개인과 집단간의 갈등에서는 <개인의 욕구와 집단의 요구간의 갈등>과 <놀잇감에 대한 갈등>이 나타났으며, 두 번째인 개인과 집단간의 조절 시기는 <다른 사람에 대한 인식>, <다른 사람과의 관계 형성>, 그리고 <규칙 따르기>로 나타났으며, 세 번째 시기인 개인과 집단의 조화에서는 <함께 놀이하기>, <다른 사람에 대한 배려> 그리고 <학급 구성원으로서의 인식>이 나타났다.

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