유아의 산책활동에서 나타나는 친사회적 행동의 맥락과 교육적 의미

초록

This study examined the environmental and relational contexts in which prosocial behavior emerged among three-year-old children during nature walks and interpreted its educational significance. The participants were 14 three-year-old children enrolled in a child care center. The researcher observed 15 nature-walk sessions using participant observation from July 1 to November 26, 2025. The data consisted of observation records, curriculum implementation documents, and the researcher’s reflective journals. The children’s words and actions were analyzed through repeated reading. The findings showed that the children’s prosocial behavior emerged as suggestions, helping, and cooperative play as they jointly attended to and explored natural objects. The children observed natural objects together, shared their discoveries with peers, and offered help when peers experienced difficulties. They also continued to suggest and engage in new forms of play even in familiar walking environments. This study demonstrates that nature walks provide a context for prosocial play in which young children experience cooperation, care, and sharing. Therefore, nature walks should be understood as important educational activities that support young children’s peer relationships and learning.

키워드