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KMID : 0615219890140010525
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Journal of Kwangju Health
1989 Volume.14 No. 1 p.525 ~ p.544
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A Study on the Number Activities of Cosntructivist Early Childhood Education Program
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강숙현/Kang SH
이석순/Lee SS
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Abstract
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The purpose of this study was to search the philosophical, theoretical back-grounds and practices in the Number Activities of the Constructivist Early Childhood Education Program.
In order to achieve this purpose, following questions of study was given.
1. What are the philosophical, theoretical backgrounds in the Constructivist Program ?
2. What are the contents and unfolding methods i n the Constructivist Program ?
3. How emphasize the motives for number activities ?
4. How are the child´s grouping in the number activities
5. How compose the social environment in the Consructivist Program ?
6. What are the teacher´s role and teaching strategies
To summarize, the philosophical, theoretical backgrounds ; contents ; unfolding methods ; motivation ; grouping of children ; and the teacher´s role and teaching strategies of Constructivist Early Childhood Program, present study referring the books, dissertations. program brochures and seminar informations about the Constructivism.
The conclusions of this study are as follows ;
1. In the philosophical, theoretical backgrounds, Constructructivist progam is based on Piaget´s cognitive-developmental theory. It was developed by Constance Kamii and Rheta DeVries in 1967.
2 The aims of the Number Activities of Constructivist are ´DEVELOPMENT"
and "INTELLECTUAL AUTONOMY"..
Constructivist includes activities through the everyday life and group games.
Therefore the Constructivist program need not special materials. But situations within everyday life and are emphasized so as to develop to construct number´s structure and relationships.
3. The Number Activities of Constructivist Early Childhood Education Program emphasize children´s interest and motivation. Children´s interest become the motives for spontaneous activities .
4. Children are grouped by themselves because Constructivist program emphasize children´s interest and spontaneous participation.
5. In Constructivist program, the social environment are emphasized inter-action. Active interaction involves the conflict and the cooperation.
6. Constructivist teachter observes and takes part in play activities, and stimulus children´s intellectual thinking. And the teacher arranges the educational environments, mainly use indirect method, i.e. children´s everyday life and group games in practical teaching-learning situation.
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