디자인씽킹 기반 유아교육현장연계 프로젝트 적용방안 탐색

초록

This study aimed to analyze a design thinking-based project linked to early childhood education settings and to propose strategies for its application. The project was conducted with 16 undergraduate and graduate students majoring in child-related disciplines, in collaboration with kindergartens and daycare centers. The project followed the phases of design thinking—empathizing, defining problems, ideating, prototyping, and testing. Quantitative and qualitative data, including satisfaction surveys, reflection journals, and feedback from partner institutions, were analyzed after the project. The results showed that the project enhanced learners’ competencies in empathy, problem-solving, and creativity, and received positive responses in its practical application. Based on the project implementation cases and stakeholder feedback, this study proposed a three-phase application strategies consisting of preparation, execution, and evaluation. The suggested strategies emphasized collaboration among instructors, learners, and institutions, the provision of step-by-step learning support tools, and feedback mechanisms grounded in practice. These findings offer a concrete direction for implementing design thinking in teacher education and suggest its practical applicability in pre-service teacher training programs.

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