본 연구는 초등학교 1학년 아동의 지적․정의적 발달 특성과 성별에 따른 차이점을 알아보고, 1학년 아동의 발달 특성에 적합한 교육내용을 제시하고자 수행하였다. 연구대상은 춘천 희망초등학교 1학년 아동 187명으로 참여관찰을 실시하였으며, 1학년 학부모와 담임교사를 대상으로 개인 면담을 실시하였다. 연구결과 아동의 지적 발달 특성으로는 17개 항목이, 정의적 발달 특성으로는 16개 항목이 발견되었다. 그리하여 학부모와 교사는 아동의 지적․정의적 발달 특성과 성별에 따른 차이점을 인식하고 이에 적합한 역할을 수행해야 하며, 교과서 개발자는 아동의 발달 수준에 적합한 교과서 개발, 중복된 교과 단원의 회피, 아동의 실생활과 관련된 단원의 비중 높이기, 유치원 수준과의 연계성을 고려한 통합교육과정 구성에 노력해야 한다는 결론을 얻었다.
The purpose of this study is to examine the developmental quality of the elementary school 1 grade child and its difference point by sex and to present the education contents which is suitable to his(her) developmental quality.
To achieve this study aims, the following questions are formulated.
1. what about l grade child's cognitive developmental quality in elementary school?
2. what about l grade child's emotional developmental quality in elementary school?
3. what are the education contents suitable to the 1 grade child developmental quality in elementary school?
To this study, the researcher tests the developmental quality of the elementary school 1 grade children and its difference point by sex and interviews the students' parents and teacher. Examples connected with interview extracted in contents of a class diary written down by the researcher who execute participation observation to class child she is taking charge present accounted for first-year student taking charge for 3 years.
Major findings can be summarized is as following:
1. The cognitive developmental quality of the elementary school 1 grade child appeared with the memory insufficiency and currently pliability of the progress, the bending quality of thought, an active and a short concentration power, a self-centered thought, the shortage of the ability understanding a concept, the concept formation on school, the need to be the central figure, a self-assertion, the start studying the attitude of compromise, the conduct which is immature, the interest of teacher, the godhood of teacher, a heavy individual differences, the preference and a visual data, the perception power and the division power insufficiency, an hour conception and sense of responsibility, a girl's excellent cognitive ability, a order and systematization ability 50%, and a nomadic ability 70%. Possibility ability it counts, it appeared with the fact that it is visible the passage ratio above 60%.
2. The emotional developmental quality of elementary school 1 grade child appeared with the expression of an extreme attitude, the sensation of fear on the school, a strong competitive consciousness, a ready remark in lie, a frequent quarrel, a strong self respect feeling, a strong curiosity and hastiness, a one sided great disaster, a colleague ceremony, a same age relationship formation, a sacred precincts percentage recognition, the preference eating between meals, a natural sentiment it expresses, the ambiguity of the conduct control standard, the errand preference of the teacher, an order ceremony insufficiency, the girl matures, and good friend preference.
3. With the education contents which is suitable to the developmental quality of elementary school 1 grade child, there was to textbook composition and specific gravity of the grade unit which relates with the real life of evasion and the child of the subject grade unit which developmental level it is considered and is duplicated of the child it raised with to appear, the parents and the teacher have to recognize the cognitive and the emotional developmental quality of 1 grade child and accomplish the role which is suitable.