메이커 교육 기반 유아기 자녀를 둔 아버지 교육 프로그램에 참여한 아버지의 경험과 변화

초록

The purpose of this study was to investigate the changes and experience meaning of education programs for fathers with early childhood children based on maker education. For this purpose, 11 sessions were conducted for approximately seven months, from the third week of May to the fourth week of December, targeting four fathers with early childhood children. To explore the changes and experience meanings of the fathers who participated in the education program, we collected and analyzed the recorded data from each session, individual interview data, and individual reflection journals. The study results are as follows. First, in the process of applying for the program, fathers experienced confusion and difficulties in the progress of the maker activities, but through constant thoughts and challenges, fathers enjoyed the maker activities with their children. Next, examining the changes in fathers that occurred as a result of this program, fathers actively communicated with their children, participated in play with them, and became more confident about raising children. This study is meaningful in that it suggests a direction for an effective and practicable paternal education program to improve fathers' parenting capabilities by examining the experiences and changes of fathers who participated in maker education-based paternal education.

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