유아의 놀이 지원을 위한 복도 공간 활용 실행연구

초록

This study employed an action research approach to explore changes in young children’s play and related developmental aspects by utilizing hallway space to address the limitations of classroom environments. Participants were 18 four-year-old children in a public kindergarten in Gyeonggi Province, South Korea. The study was conducted over three action research cycles from September 19 to December 26, 2024. Data were collected through participant observation, group discussions with children, reflective journals, and collaborative consultations with fellow teachers; these were analyzed through a process of categorization. The findings are as follows. First, children’s play was sustained and expanded beyond temporal and spatial constraints through transitions between classroom and hallway spaces. Second, changes in the play environment reconstructed participation structures into a more open format, leading to diverse interaction patterns across classes and age groups. Third, in the process of planning play and reorganizing spaces, children gradually demonstrated more concrete agentic practices, including making their own judgments and decisions. Fourth, through play experiences across various spaces, children showed changes in safety awareness and self-regulation. These findings suggest that hallway space can function as an educational environment that supports the continuity and expansion of play experiences while fostering child-initiated play.

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