본 연구의 목적은 유치원의 경험 이야기나누기 활동에서 나타나는 만 3세반 유아의 일상적 내러티브 특징에 대해 심층적으로 탐색함으로써 만 3세반 유아의 일상적 내러티브 특징에 대한 구체적이고 의미 있는 이해를 도모하고자 하는데 그 목적이 있다. 연구에 참여한 유아는 강원도 D시에 소재한 공립단설유치원의 만 3세반 유아 18명 중 종일제 유아 6명이었으며, 본 연구는 2011년 9월 1일부터 12월 10일까지 15주 동안 총 28회 진행되었다. 유치원의 경험에 대한 이야기나누기 시간은 종일제 귀가시간 전(16:00~16:15)에 외부 소음이 적은 조용한 공간인 낮잠을 자는 방에서 진행하였으며, 이야기나누기 시간의 전 과정은 비디오카메라와 MP3로 녹화·녹음되었다. 자료 수집은 동영상 녹화 및 녹음, 연구자의 저널을 통하여 이루어졌으며, 수집된 자료는 자료의 조직화, 영역분석, 자료 분류 및 분류분석, 분석결과의 해석 단계를 거쳤다. 유치원의 경험 이야기나누기 활동에서 나타난 만 3세반 유아들의 일상적 내러티브 특징은 내러티브를 향한 첫걸음, 친구와의 내러티브, 교사와의 내러티브, 변화하는 내러티브로 범주화 할 수 있었다.

This study aimed to have specific and significant understanding on the personal narrative of children in the 3-year-old class shown the conversational activities about the kindergarten experience by in-depth exploration of the characteristics of the personal narrative of them. The below research topics were selected for this purpose. 1. How are the personal narrative characteristics shown in the conversational activities of the kindergarten experience ? Children who participated in this study were 6 children in full time class among 18 children at a public kindergarten in D city of Gangwon-do. The research was carried out in 29 sessions for 15 weeks from September 1, 2011 to December 10, 2011. The experience sharing time was executed at a napping room, a quiet space with less external noise before they went home (16:00~16:15). The whole process of the conversational activities were recorded with a video camera and MP3. The data collection was made by means of recording video and sound and journals of the researcher. The collected data had gone data processes including organization, scope analysis, data classification, classification analysis and interpretation of analyzed result. The analysis results on the personal narrative of children in the 3-year-old class shown in the conversational activities about the kindergarten experience were as follows. Their narrative characteristics could be categorized into first step for narratives, talking with friends, talking with teachers and changing narratives. First, children in the H class showed the first step for the personal narrative while sharing conversations about the kindergarten experience. Specifically, they showed personal narrative characteristics including ‘recalls the experience’, ‘find the conversation piece about the experience’ and ‘talking about the experience.’ They felt it difficult to recollect or remember significant experiences in the kindergarten due to the lack of experience and the shortage of memory capacity and linguistic capacity, and also had difficulties in expressing it using suitable vocabularies. Second, children in the H class showed characteristics of sharing experiences with friends while sharing conversations about the kindergarten experience. In particular they showed personal narrative characteristics including ‘positive talking with friends, and ‘negative talking with friends.’ Children in the H class experienced both positive support and negative support in the relation with friends that made them to form self-conception to be social beings. They could build up personal narratives by means of positive and negative stories which they experienced in the activities with friends. Third, children in the H class built up stories with teachers while sharing conversations about the kindergarten experience. Specifically, they showed personal narrative characteristics that could be classified into ‘sir, help me’ and ‘necessity of dialogue.’ Teachers in sharing experience at the kindergarten with children in the H class, helped to make significant meanings on events and activities which children experienced. For this purpose, they endeavored to introduce personal stories naturally and gave them opportunities to contact narrative languages and encouraged them to make experiences into personal narratives. Fourth, children in the H class showed that their personal narrative structure level was changed according to situation while sharing conversations about the kindergarten experience. Specifically, they showed personal narrative characteristics that could be classified into ‘unorganized stories’ and ‘developing stories.’ The personal narrative structure level is not shown regularly, but changed according to feelings of the day and situation of children. Activities sharing conversations about the kindergarten experiences had an positive effect on the development of personal narratives of children.

• 김홍남(남호초등학교병설유치원 교사) | Kim, Hong-Nam