(연구배경 및 목적) 어린이 교육은 일방적인 지식 습득의 주입식 교육 보다는 창의성을 강조하는 교육으로 패러다임이 전환되고 있다. 단순한 기술과 고정된 지식의 습득보다는 창의적 콘텐츠의 중요성이 강조되는 교육의 환경 변화가 나타나며 어린이 교육 또한 창의적인 교수법의 개발 및 활용 방안이 적용되고 있다. 많은 어린이 발달 심리학자들의 연구에 따르면 창의력은 주입식 학습의 배움 보다는 신체와 환경에서 오는 다양한 자극을 통해 발현될 수 있다고 한다. 이러한 자극과 반응은 놀이를 통해 발현되며, 창의성 증진을 위한 어린이 체험공간에 대한 심층적 연구의 필요성을 일깨워주고 있다. 본 논문은 어린이를 대상으로 한 체험공간의 방향을 제시하고 확산하고자 하는데 그 목적이 있으며 어린이 체험공간 분야에 대한 사회적 가치를 높이고자하는데 그 의의가 있다. (연구범위) 연구의 방법 및 범위는 다음과 같다. 어린이의 발달적 특성 중 피아제 인지발달 단계이론 및 존 듀이 경험 이론에 대한 이론적 고찰을 통해 어린이 체험공간의 개념을 이해하고 어린이의 경험을 중심으로 한 체험공간 사례분석을 통해 앞으로의 어린이 체험공간이 나아갈 방향에 대해 연구를 하고자 한다. (결과) 창의성 증진을 위한 어린이의 경험을 중심으로 한 체험공간이 나아가야 할 방향은 다음과 같다. 첫째, 부속기관에서 독립기관으로 지역 도서관이나 모(母)박물관의 부설기관으로부터 출발하고 전문적으로 어린이 교육을 진행하는 비형식 사회교육기관으로 성장하여 어린이는 물론 다양한 가족 구성원의 여가활용 및 학습공간으로서 역할을 강화해야 한다. 둘째, 관람객에서 참여자로 어린이들을 단순히 보살펴야 할 대상으로만 보지 않고, 놀이를 통해 관찰하고 배우고 느끼고 표현하고 교감할 수 있는 적극적인 학습자로 보고 전시 환경을 구축해야 한다. 셋째, 체험 연령대의 세분화로 어린이들의 인지능력 및 발달수준에 따라 학습능력에 차이가 있음을 인정한다. 즉 체험전시 교육프로그램의 연령을 명확하게 제시하고 어린이들의 지식형성이나 구성에 관심을 갖고 어린이들의 발달 상태와 요구에 기반을 둔 실용적인 교육환경을 제공해야한다. 넷째, 지속성을 가진 운영으로 주기적인 전시 및 프로그램 교체하여 이용자의 방문을 위한 노력이 필요하다. 이에 신규로 개발된 전시프로그램은 다른 체험공간과 연계하여 순회 또는 교체전시하거나 상품으로 개발하여 교육용으로 판매하는 등 전시기간 이후에도 효율적으로 활용할 수 있는 기획이 필요하다. (결론) 어린이 교육공간으로서 체험공간은 변화하고 있다. 창의성 증진을 위한 어린이의 경험을 중심으로 한 체험공간은 새롭고 다양한 해석을 의미 있게 구성해낼 수 있는 가능성을 내포해야 하며, 어린이가 주체가 된 어린이의 맥락을 따라 의미 만들기가 어우러질 수 있는 공간이 되어야 한다. 어린이에게는 공간과의 상호작용으로 자신의 사고를 끊임없이 재구성해 나가고 새로운 사고를 생성해 낼 수 있는 창의적인 체험공간이 필요하기 때문이다.
(Background and Purpose) The paradigm of children's education is changing by emphasizing creativity rather than unilateral education of unilateral knowledge acquisition. Indeed, the change in education environment emphasizing the importance of creative contents rather than the acquisition of simple technology and fixed knowledge has appeared and the development and application of creative teaching methods have been applied. According to a study of many child development psychologists, creativity can be expressed through various stimuli from the body and environment, rather than learning from infancy. (Method) The method and scope of the study are as follows: The concept of children's experience of space according to Piagetian cognitive development stage theory and John Dewey experience theory among children's developmental characteristics was adopted. The direction of the future experience space of the children was studied though case analysis. (Results) The direction of the experience space based on the child 's experience for creativity promotion is as follows: First, as an independent institution from an affiliated institution, it has grown from being a local library or an institution attached to a museum to become a non-formal social education institution that specializes in children's education, strengthening its role as a leisure and learning space for children and various family members. Second, the exhibition environment should be established for an active learner who can observe, learn, feel, express, and sympathize through play rather than merely viewing the audience as a participant. Third, we recognize that there is a difference in learning ability according to children's cognitive abilities and development level by segmentation of experience and age. In other words, it is necessary to clearly specify the age appropriateness of the educational program and to provide a practical educational environment based on the development status and needs of children with an interest in their formation and composition. Fourth, it is necessary to make efforts to visit users through periodical exhibition and program exchange with sustainable operation. Therefore, it is necessary to plan the exhibition program that can be effectively utilized after the exhibition period, such as circulation or replacement exhibition, development as a product, and sale for educational use in connection with other experience space. (Conclusions) As a children's education space, the experience space is changing. The experience space centered on the child 's experience for creativity promotion should have the possibility to construct new and various interpretations meaningfully. It should be a space where meaning can be created in accordance within the context of a child who is a subject. Children are constantly reconstructing their thoughts by interacting with space. We need a creative experience space to create new thinking.
(Background and Purpose) The paradigm of children's education is changing by emphasizing creativity rather than unilateral education of unilateral knowledge acquisition. Indeed, the change in education environment emphasizing the importance of creative contents rather than the acquisition of simple technology and fixed knowledge has appeared and the development and application of creative teaching methods have been applied. According to a study of many child development psychologists, creativity can be expressed through various stimuli from the body and environment, rather than learning from infancy. (Method) The method and scope of the study are as follows: The concept of children's experience of space according to Piagetian cognitive development stage theory and John Dewey experience theory among children's developmental characteristics was adopted. The direction of the future experience space of the children was studied though case analysis. (Results) The direction of the experience space based on the child 's experience for creativity promotion is as follows: First, as an independent institution from an affiliated institution, it has grown from being a local library or an institution attached to a museum to become a non-formal social education institution that specializes in children's education, strengthening its role as a leisure and learning space for children and various family members. Second, the exhibition environment should be established for an active learner who can observe, learn, feel, express, and sympathize through play rather than merely viewing the audience as a participant. Third, we recognize that there is a difference in learning ability according to children's cognitive abilities and development level by segmentation of experience and age. In other words, it is necessary to clearly specify the age appropriateness of the educational program and to provide a practical educational environment based on the development status and needs of children with an interest in their formation and composition. Fourth, it is necessary to make efforts to visit users through periodical exhibition and program exchange with sustainable operation. Therefore, it is necessary to plan the exhibition program that can be effectively utilized after the exhibition period, such as circulation or replacement exhibition, development as a product, and sale for educational use in connection with other experience space. (Conclusions) As a children's education space, the experience space is changing. The experience space centered on the child 's experience for creativity promotion should have the possibility to construct new and various interpretations meaningfully. It should be a space where meaning can be created in accordance within the context of a child who is a subject. Children are constantly reconstructing their thoughts by interacting with space. We need a creative experience space to create new thinking.