부모의 자녀에 대한 인식과 교사의 유아에 대한 인식에 관한 은유분석

초록

Fostering cooperative relationships in early childhood education requires understanding how parents and teachers perceive young children. For this purpose, This study employed a metaphorical analysis approach to examine how parents and teachers perceive their kindergarten children. A questionnaire was distributed to kindergarten teachers and parents with young children in Seoul and Jinju, and responses were collected from 77 teachers and 94 parents. Parental perceptions of their children through metaphors were ranked in the following order of frequency: “love,” “teacher,” “independent being,” “future,” “potential,” “hardship,” “vicarious fulfillment,” and “bond.” Teachers described young children using metaphors in the following frequency sequence: “potential,” “love,” “future,” “rainbow,” “hardship,” and “teacher.” Both groups shared the following metaphors: “potential,” “love,” “future,” “hardship,” and “teacher.” However, “rainbow” appeared only in teachers’ perceptions, whereas “independent being,” “vicarious fulfillment,” and “bond” appeared only in parental observations. These findings offer insights into the shared and distinct ways in which kindergarten teachers and parents perceive young children, facilitating inferences that can improve mutual understanding, reduce conflicts, and enhance collaboration in early childhood education.

키워드