본 연구는 유아의 요리활동을 통하여 재료의 물리적인 변화를 즐겁게 관찰하여 체험함으로써 얻어지는 다양한 개념 학습에 대한 내용을 연구하였다. 이는 요리가 단순히 먹기 위한 활동이 아닌 과정 자체를 유아들이 즐기는 시간이 되고, 결과를 예측하고 추론하는 과정을 통해서 과학적이고 합리적인 사고의 과정을 경험하는 시간이 되었다.
유아들의 선 경험이 활동 전 다양한 예측을 하게하고 자신의 생각이 다양한 요리활동을 통해 검증이 되었을 때 기쁨을 느끼고, 다른 결과로 보여 질 때 새로운 경험적 개념의 변화를 가능하게 하였다.

The objective of this study consisted in integrally detecting the educational effects of cooking activities of young children upon their learning. For that purpose, six cook activities were carried out on two four-yearolds and three five-yearolds at G Borough Childcare Center located in Gangdong-gu, Seoul, for approximately four weeks. With this in view, careful attention was paid to the testees so that an inclination could not be made to certain conditions or concepts by rape-recording, photographing and analysing the correlations between teacher and young child. Questions were asked prior and posterior to cooking activities and then an inquiry was conducted into what contents young children learn and what diverse experiences they gain from their cooking activities, by making reference to their cooking diaries. For that purpose, questions were posed, as follows: 1) How are young children interested and how do they take part in cooking activities? 2) What concepts do young children learn from their cooking activities? For the purpose of solving the above questions, cooking activities included strawberry jam sandwich, strawberry milk, fried egg, backed frankfurt sausage, popcorn and steamed potato. Results were revealed, as follows: First, the participation of young children into cooking activities in general was represented as very active and lively. When a cooking activity began, young children took part in it very actively, showing enthusiasm for trying. It was shown that search for materials and tools was actively carried out. In the process of cooking, the shapes, tastes, colors, feelings, etc. of materials, were keenly observed and order was spontaneously kept even after the cooking activities. Second, the testee children showed live self-expression and linguistic correlations with a keen interest in reading and writing during the cooking activities. Furthermore, they acquired arithmetic experiences of the concept of time, counting numbers, the measurement of quantities, the concepts of part and whole. Moreover, during cooking, they underwent a scientific way of thinking such as the observation of changes in substance, predictions, changes, force, etc. via group activities and enhanced sociality with the spirit of cooperation and a sense of confidence. Handling cooking tools made it feasible for them to learn the way of how to use them in safety and take a positive interest in hygiene, cleanness and other matters related to cooking. Responses to prior and posterior questions also revealed the acquirement of more concrete experiences and clear concepts after cooking activities.

Ⅰ. 서론
  1. 연구의 필요성과 목적
  2. 연구 문제
 Ⅱ. 문헌 검토
  1. 유아를 위한 요리활동의 교육적 의의
 Ⅲ. 연구방법
  1. 연구 대상
  2. 연구 과정
 Ⅳ. 논의 및 결론
  1. 요약
  2. 논의 및 결론
  3. 후속 연구를 위한 제언
 참 고 문 헌
 Abstract

• 손자옥(송정햇살어린이집) | Son Ja Ok (Haet-Sal Day care Center) Corresponding Author