어린이박물관은 아동발달에 대한 특별한 관심과 체험적 전시를 기반으로 박물관이라는 전문 영역에서 가장 빠르게 성장하고 있는 분야이다. 전통적인 박물관이 소장품 수집， 보존， 연구 및 비체험적 전시에 좀 더 초점을 맞추면서 소장품의 해석에 관심을 가지고 있다면， 어린이박 물관은 활발하게 움직이고 변화 · 발전하는 선구적인 기관으로서 박물관의 교육적 역할을 가 장 강조하며 관람객과 맥락적이면서도 상호작용적인 체험적 전시체계를 강조하는 곳이다. 또한 어린이박물관은 체험적 전시뿐 아니라 아동과 가족을 위한 곳으로 정의되고 있으며 (암lalsa ， Steuert, & Stkes, 1999) , 아동의 욕구와 학습 스타일을 고려하여 공간과 전시를 계획하고 아동들에게 하고 싶은 것을 자유롭게 선택하게 하며 , 자신의 발달수준에서 시작하여 자기-주도적인 학습이 이루어지도록 하는 곳으로 인식되고 있다 (Cohen ， 1989). 1899년 세계에서 첫 번째로 세워진 브룩클린 어린이박물관(B rooklin Children' s Museurn) 은 브룩클린 미술 · 과학관 (Brooklin Institute of Art and Science) 전시가 아동 들에게 너무 어렵다고 생각했던 현대미술 큐레이터의 관심으로 시작되어， 소장품인 박제된 곤 충， 새， 포유류 등을 아동들이 만지고 탐색할 수 있도록 허락하면서 체험적 전시의 효시가 되 었다.
This study investigates whether or not children and mothers differ reading behaviors on texts for the art appreciation according to the age of children. Also. this research focused on who is the one that leads the art appreciation and who is the one that begins interaction between children and mothers. Furthermore. we want to know about family members' interactions by observing mothers verbal interactive behaviors on children. Subjects of this research were 160 children and 158 mothers who visited participatory exhibitions for art appreciation in Samsung Children' s Museum. In detail. there were three groups of children(52 preschoolers of 5-6 year olds. 55 lower elementary graders of 7-9 year olds. and 53 higher elementary graders of 10-12 year olds) and three groups of mothers(52 mothers of preschoolers. 52 mothers of lower elementary graders. and 54 mothers of higher elementary graders). For this research. texts which are explaining art exhibits and artists including participatory exhibits were exhibited. Furthermore, the passages and graphics as well as expository writings for motivating art appreciation were presented in texts. Timing and tracking observation was used to document. and the contents of timing and tracking observation were children s and mothers' reading behaviors on texts and interactions between children and mothers . Mothers verbal interaction features on children were categorized into three as texts. hands-on exhibits. and knowledge. The findings are as follows. First, we expected an increase of children's reading behaviors on texts by presenting expository writings. passages. and graphs in art exhibitions for children. but there was no increase in children and mothers reading behaviors on texts comparing with the former research. Second, there were no statistical difference between children and mothers reading behaviors . Third, we couldn' t find the difference on the time spent on texts according to children' s age. but on the number of texts chosen. The higher elementary graders read more texts than preschoolers. Fourth, the time spent on texts by mothers was similar according to the age of children. but the number of texts chosen by the lower elementary graders mothers were higher than that of the preschoolers mothers. Therefore. the lower elementary graders mothers read texts more. Fifth, 45.5 percent of children and 35.9 percent of mothers led the art appreciation. so overall. children were more leading appreciators than mothers. Sixth, the frequency of the first verbal interaction between mothers and children was counted to 857 numbers. 80 percent of mothers and 20 percent of children initiated the verbal interaction. so mothers began more verbal interaction than children. Last, we found out that mothers interact with children talking about participatory exhibits the most. then texts. and finally. the knowledge having already.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 및 해석 Ⅳ. 논의 및 결론 참고문헌
