전래동요 그림책 연계 유아 로봇놀이 경험탐색

초록

The purpose of this study was to qualitatively explore the meanings of young children’s robot play experiences linked to traditional children’s song picturebooks. The study was conducted in the Sarang class of A Childcare Center located in G city, involving children aged 4–5. Prior to the study, parents were informed of the research purpose and procedures, and consent was obtained. The study was carried out over an 11-week period. Based on shared experiences of reading and singing traditional children’s song picturebooks, children planned, implemented, and expanded various play activities using the T robot. Data were collected primarily through participant observation, including teacher journals, photographs, video recordings, audio recordings, and transcriptions. A total of 980 photographs and 148 video files (25.5GB in total) were gathered. The data were analyzed using the constant comparative method through open coding and categorization processes. The findings revealed that, first, children explored robot play by interacting with the robot based on their curiosity about the rhythm and symbolic elements of traditional children’s songs. Second, they connected the familiarity of traditional songs with the novelty of the robot, reconstructing and expanding play as creative players. Third, they demonstrated agency as problem solvers by identifying and resolving issues that arose during play. Fourth, they engaged as collaborative players by negotiating rules and transforming play through peer interaction. These findings suggest that integrating traditional children’s song picturebooks with robot play supports children in constructing meaning within play while integrating cultural symbolism and digital media experiences. Furthermore, this study highlights the practical potential of a play-centered curriculum that meaningfully integrates traditional cultural resources with edutech-based play materials.

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