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노인과 아동 간 세대통합을 위한 원예활동 프로그램의 선호도 |
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김혜상(Hye Sang Kim), 유용권(Yong Kweon Yoo) |
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| Abstract |
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This study was carried out to examine the preference of horticultural activity program for intergenerational integration between the elderly and child, and then we proposed the effective horticultural activity program(HAP). The various horticultural activity programs were conducted extend over 8 times from 2007 to 2009, and it evaluated the preference of HAP for the elderly, child, horticultural therapist, and kindergarten teacher. In 2007, the appraisers preferred the programs of planting the fruit trees, planting the lettuce seedling, planting the herb in pot, making the topiary frame, making the terrarium, dyeing with a balsam, and making the frame with pressed flower. In 2008, four appraiser preferred in order of programs such as making the rice cake(Songpyeon), planting the fruit trees, planting and repotting the herb, making a plum tea, making the seed card, harvesting the corn, harvesting the lettuce, and weeding in the field. In 2009, programs of making the glutinous rice cake, eating the baked barley, washing the hair with water infused in sweet flag, planting the potato, planting the lettuce seedling, taking a walk in the mountain trail, making the flower bed, making the article with straw, and harvesting the potato were preferred. The programs divided into three steps for effective horticultural activity is proposed based on preference survey. In early stage, it was composed with easy and simple programs, such as planting the fruit trees, planting the potato, planting the lettuce seedling, planting the herb in pot, taking a walk in the mountain trail, and making the frame with pressed flower for the formation of the relationship between subjects. In middle stage, it was composed with programs, such as making the rice cake ‘songpyeon’, eating the baked barley, making the flower bed in kindergarten, harvesting the lettuce and roasting bacon, planting and repotting the herb, making the topiary frame, making the seed card, and weeding in the field to induce vigorous physical activity and to enhance cooperation and responsibility. In last stage, it was composed with programs, such as washing the hair with water infused in sweet flag, making the glutinous rice cake, making the terrarium, dyeing with a balsam, harvesting the potato, and harvesting the corn to feel the rapport and the joy of the harvest between the elderly and child. |
| KeyWords:
Development of program, Horticultural therapist, Kindergarten teacher |
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