목 차
국문요약····················································································1
제1장홍영오･김낭희･추지현･윤수경
서론·························································································11
제1절 연구목적······················································································13
제2절 연구 내용····················································································16
제3절 연구 방법····················································································18
1. 판결문 조사······················································································18
2. 심층면담···························································································22
3. 설문조사···························································································24
4. 빅데이터 분석···················································································26
제2장홍영오･윤수경
보육기관 내 아동학대 발생 현황 및 쟁점··························29
제1절 보육기관 내 아동학대 발생 현황················································31
1. 보육기관 내 아동학대 발생 현황·····················································31
2. 언론에 보도된 어린이집 내 아동학대 관련 이슈 분석····················49
3. 소결··································································································58
제2절 보육기관 내 아동학대 발생 원인················································60
1. 교사요인···························································································61
2. 아동 및 부모요인·············································································64
3. 환경요인···························································································65
ii아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
제3절 어린이집 아동학대 대응체계 및 정책·········································68
1. 어린이집 아동학대 대응체계····························································68
2. 어린이집 아동학대 관련 정책··························································70
3. 소결··································································································75
제4 어린이집 아동학대 방지를 위한 주요 제도 현황···························78
1. CCTV 설치･운영 의무화··································································78
2. 아동학대 예방교육············································································80
3. 어린이집 모니터링············································································86
4. 소결··································································································94
제5절 어린이집 아동학대에 대한 인식··················································96
1. 체벌에 대한 인식·············································································97
2. 보육환경에서 발생하는 학대에 대한 인식·····································101
3. 보육교사의 부주의한 지도에 대한 관점의 차이·····························103
4. 소결································································································105
제3장홍영오･추지현
보육기관내 아동학대의 발생 현황: 판결문 분석··············109
제1절 사건 현황··················································································111
1. 심급과 법적 다툼···········································································111
2. 적용법조 및 경합범········································································114
3. 피해 인지 경로··············································································119
제2절 피해자 및 가해자 특성·····························································119
1. 피해자의 인구학적 특성·································································119
2. 가해자의 인구학적 특성·································································120
3. 가해자의 범죄경력··········································································121
제3절 시설 및 보육 업무 특성···························································122
1. 시설 특성·······················································································122
2. 가해자의 종사상 지위와 직무························································123
제4절 피해 특성··················································································124
목차iii
1. 학대 당시 상황··············································································124
2. 피해의 중복과 지속········································································125
3. 피해 결과·······················································································129
1. 보호조치 및 행정처분····································································129
제5절 처벌 및 처분············································································129
2. 선고형····························································································131
3. 합의 ······························································································132
4. 법적 다툼과 쟁점···········································································134
5. 부수처분·························································································136
제6절 아동학대 요인별 판결 사례······················································137
1. 교사요인·························································································137
2. 아동요인·························································································146
3. 환경요인·························································································147
제7절 소결 및 제언············································································153
제4장조수정･김춘례
해외의 보육기관 내 아동학대 현황 및 대응체계·············155
제1절 해외의 보육기관 내 아동학대 현황··········································157
1. 미국의 보육기관 내 아동학대 유형･특성 등 현황 및 사례 분석····157
2. 영국의 보육기관 내 아동학대 유형･특성 등 현황 및 사례 분석····159
3. 호주의 보육기관 내 아동학대 유형･특성 등 현황 및 사례 분석····162
4. 기타 국가의 보육기관 내 아동학대 유형･특성 등 현황 및
사례 분석·······················································································163
제2절 보육기관 내 아동학대 유형······················································164
1. 신체적 학대(Physical Abuse)······················································164
2. 성적 학대(Sexual Abuse)····························································165
3. 의식적 학대(Ritual Abuse)···························································167
4. 협박 / 공포 조성 행위(Threats / Terrorizing Acts)·················168
제3절 아동학대의 취약성과 관련된 위험요인·····································169
1. 가해자 특성····················································································169
iv아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
2. 피해자 특성····················································································174
제4절 국가별 보육기관 내 아동학대 예방 정책··································177
1. 미국································································································177
2. 캐나다····························································································184
3. 영국································································································186
4. 호주································································································188
제5절 국가별 아동학대 대응 체계······················································191
1. 미국································································································191
2. 캐나다····························································································194
3. 영국································································································196
4. 호주································································································200
제5장김낭희
어린이집 아동학대 관련자 면담·········································203
제1절 심층면담 개요···········································································205
제2절 어린이집 아동학대 발생 전 상황 특성·····································206
1. 어린이집 아동학대 발생 전 ‘아동’ 관련 특성·······························206
2. 어린이집 아동학대 발생 전 ‘가족’ 관련 특성·······························207
3. 어린이집 아동학대 발생 전 ‘교사’ 관련 특성·······························209
4. 어린이집 아동학대 발생 전 ‘원장(보육기관, 관리자)’ 관련 특성····213
제3절 어린이집 아동학대 의심, 신고, 수사 과정 상황 특성··············216
1. 어린이집 아동학대 의심, 신고, 수사 과정 중 ‘아동’ 관련 특성·····216
2. 어린이집 아동학대 의심, 신고, 수사 과정 중 ‘가족’ 관련 특성·····217
3. 어린이집 아동학대 의심, 신고, 수사 과정 중 ‘교사’ 관련 특성·····218
4. 어린이집 아동학대 의심, 신고, 수사 과정 중
‘원장(보육기관, 관리자)’ 관련 특성···············································220
제4절 어린이집 아동학대 소송 전후 상황 특성··································221
1. 어린이집 아동학대 소송 전후 ‘아동’ 관련 특성····························221
2. 어린이집 아동학대 소송 전후 ‘가족’ 관련 특성····························222
3. 어린이집 아동학대 소송 전후 ‘교사’ 관련 특성····························223
목차v
4. 어린이집 아동학대 소송 전후 ‘원장(보육기관, 관리자)’ 관련 특성····224
제5절 요약 및 소결············································································225
1. 연구결과 요약················································································225
2. 논의 및 제언··················································································227
제6장홍영오･김낭희･박미숙･추지현･윤수경
결론·······················································································231
제1절 연구의 주요 결과······································································233
1. 보육기관 내 아동학대 발생현황·····················································233
2. 어린이집 아동학대 관련 빅데이터 분석으로 도출한 이슈·············234
3. 어린이집 아동학대 방지 제도 현황···············································235
4. 체벌과 훈육, 아동학대에 대한 부모의 인식조사···························236
5. 어린이집 아동학대 대응체계 및 정책············································238
6. 판결문 분석 결과···········································································238
7. 어린이집 아동학대 관련자 심층면접 결과·····································239
제2절 어린이집 아동학대 예방 및 보호･지원 대안····························241
1. 공식통계 및 빅데이터 분석 결과를 통한 정책 제언·····················241
2. 아동학대 대응체계 분석을 통한 정책 제언···································242
3. 아동학대 관련 정책 분석을 통한 정책 제언·································243
4. 아동학대 관련 제도 분석을 통한 정책 제언·································244
5. 인식조사를 통한 정책 제언····························································247
6. 판결문 분석을 통한 정책 제언······················································248
7. 어린이집 아동학대 예방 및 보호･지원 대안·································249
제3절 종합 결론··················································································256
1. 아동학대 대응체계··········································································257
2. 가정 내 아동학대와 보육기관 내 아동학대···································258
3. 훈육과 체벌에 대한 인식의 전환···················································262
4. 유엔아동권리협약과 아동 권리의 법규정화····································269
5. 학대피해아동에 대한 적극적 심리치료···········································272
vi 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
참고문헌··············································································· 277
Abstract ··············································································· 293
부록······················································································· 303
목차 vii
표 차례
<표 1-1> 조사 범위(적용 법조) ·························································································· 1 9
<표 1-2> 조사표 구성········································································································ 2 1
<표 1-3> 어린이집 아동학대 관련 면담대상······································································ 23
<표 1-4> 조사 설계 ············································································································ 2 5
<표 1-5> 조사 항목 ············································································································ 2 6
<표 2-1> 아동학대 발생 장소(2018 이후) ········································································· 32
<표 2-2> 학대행위자와 피해아동과의 관계(2018 이후) ····················································· 33
<표 2-3> 재학대사례 학대행위자와 피해아동과의 관계(2018 이후) ·································· 34
<표 2-4> 사망아동과 학대행위자 간 관계(2018 이후) ······················································ 36
<표 2-5> 시도별 보육교직원 아동학대 건수(2018~2020) ·················································· 37
<표 2-6> 어린이집 유형별 보육교직원 아동학대 건수(2018~2020)··································38
<표 2-7> 시도별/어린이집 유형별 보육교직원 아동학대 건수(2018~2020) ······················· 40
<표 2-8> 어린이집 원장 및 보육교사 자격취소 현황(2018~2022.8) ································· 42
<표 2-9> 보육교직원에 의한 학대피해아동 성별(2012~2017) ··········································· 43
<표 2-10> 보육교직원에 의한 학대피해아동 연령(2012~2017) ········································ 43
<표 2-11> 보육교직원에 의한 학대피해아동 특성(2012~2017) ········································ 44
<표 2-12> 보육교직원 학대행위자 성별(2012~2017) ························································ 45
<표 2-13> 보육교직원 학대행위자 연령(2012~2017) ························································ 46
<표 2-14> 보육교직원 학대행위자 특성(2012~2017) ························································ 46
<표 2-15> 보육교직원 아동학대사례 유형(2012~2017) ···················································· 48
<표 2-16> 보육교직원 아동학대사례 유형(2012~2017) ···················································· 48
<표 2-17> 보육교직원에 의한 학대피해아동 초기조치결과(2012~2017) ··························· 49
<표 2-18> 보육교직원 학대행위자 최종조치결과(2012~2017) ·········································· 49
<표 2-19> 관계도 분석 결과····························································································· 5 5
<표 2-20> 연관어 가중치와 빈도······················································································ 57
<표 2-21> 연관어를 통해 도출한 주요 이슈····································································· 58
<표 2-22> 2010년 「어린이집 아동학대 근절 대책」 주요 내용········································ 71
<표 2-23> 2013년 「어린이집 아동학대 방지 대책」 주요 내용········································ 72
viii 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
<표 2-24> 2015년 「어린이집 아동학대 근절 대책」 주요 내용········································ 75
<표 2-25> 어린이집 아동학대 정책 발전 과정································································· 78
<표 2-26> 어린이집 아동학대 예방교육의 내용, 방법, 제공기관····································· 82
<표 2-27> 어린이집 평가제 평가지표 중 보육교직원 대상 학대예방 교육 관련 항목·····82
<표 2-28> 어린이집 보육교직원 보수교육 중 아동권리, 아동학대 관련 교과목·············· 83
<표 2-29> 어린이집에서 실시하여야 하는 안전교육의 내용과 실시주기·························· 84
<표 2-30> 어린이집 평가제 평가지표 중 영유아 대상 학대예방 교육 관련 항목············ 85
<표 2-31> 어린이집 평가제 평가영역 및 평가지표·························································· 87
<표 2-32> 보육과정 및 상호작용 영역 중 영유아 학대 관련 지표·································· 88
<표 2-33> 어린이집 지도･점검 시 중점 점검사항···························································· 90
<표 2-34> 부모 모니터링 지표························································································· 92
<표 2-35> 아동학대 예방 및 영유아 권리존중과 관련한 부모 모니터링 지표················· 93
<표 2-36> 아동학대 문제의 심각성에 대한 인식······························································ 97
<표 2-37> 체벌을 훈육으로 판단하는 기준······································································· 98
<표 2-38> 체벌의 효과성·································································································· 9 9
<표 2-39> 체벌에 대한 정당성························································································· 99
<표 2-40> 가정 내 체벌에 대한 인식············································································· 100
<표 2-41> 훈육을 위해 체벌을 사용하는 이유······························································· 101
<표 2-42> 가해자에 대한 인식······················································································· 1 0 2
<표 2-43> 장소에 따른 아동학대 발생 빈도에 대한 인식·············································· 102
<표 2-44> 보육교사의 부주의한 지도에 대한 학부모 인식············································ 104
<표 3-1> 심급 ··················································································································· 1 1 1
<표 3-2> 상소 제기 주체································································································· 1 1 2
<표 3-3> 1심 변호인 선임 여부······················································································ 1 1 3
<표 3-4> 1심 변호인과 종사상 직위················································································ 114
<표 3-5> 심급 및 적용법조······························································································ 1 1 5
<표 3-6> 경합범 ··············································································································· 1 1 7
<표 3-7> 아동학대 관련 이종경합의 적용법조·································································118
<표 3-8> 피해 인지 및 입건 경로··················································································· 1 1 9
<표 3-9> 피해자의 인구학적 특성(성별 및 연령) ····························································· 120
<표 3-10> 피고인의 인구학적 특성(성별 및 장애 여부) ················································· 121
<표 3-11> 범죄 및 수사경력··························································································· 1 2 1
<표 3-12> 시설 유형······································································································· 1 2 2
<표 3-13> CCTV 설치 여부 ···························································································· 1 2 2
목차 ix
<표 3-14> 가해자 지위···································································································· 1 2 3
<표 3-15> 가해자의 주 업무··························································································· 1 2 4
<표 3-16> 학대상황 빈도································································································ 1 2 4
<표 3-17> 학대 도구······································································································· 1 2 5
<표 3-18> 피해자 수······································································································· 1 2 6
<표 3-19> 피해자와 피고인 인원···················································································· 1 2 6
<표 3-20> 피해자 수와 공범 여부·················································································· 127
<표 3-21> 피해자 수와 학대지속 여부··········································································· 127
<표 3-22> 공범 여부와 학대지속기간············································································· 128
<표 3-23> 피해지속기간·································································································· 1 2 8
<표 3-24> 피해 결과······································································································· 1 2 9
<표 3-25> 피해자 보호조치····························································································· 1 3 0
<표 3-26> 시설행정처분·································································································· 1 3 0
<표 3-27> 양형 기준 적용 여부······················································································ 1 3 1
<표 3-28> 선고형············································································································ 1 3 2
<표 3-29> 합의 여부······································································································· 1 3 3
<표 3-30> 징역 및 집행유예의 기간··············································································· 133
<표 3-31> 종사상 지위와 1심 무죄 선고 여부······························································· 134
<표 3-32> 다툼의 쟁점(무죄) ··························································································· 1 3 5
<표 3-33> 다툼과 쟁점(전체) ··························································································· 1 3 6
<표 3-34> 부수처분········································································································· 1 3 7
<표 4-1> 기관 환경에서 근무하는 성인에 대한 학대 혐의 – 총합································ 160
<표 4-2> 기관 환경에서 근무하는 성인에 대한 학대 혐의 – 환경별····························· 160
<표 4-3> 기관 환경에서 근무하는 성인에 대한 학대 혐의- 공식 아동 보호 조사(영국 16개지방 자치 단체의 데이터) ·························· 162
<표 4-4> 성적 학대 유형································································································· 1 6 6
<표 4-5> 아동학대 위험 요인·························································································· 1 7 2
<표 4-6> 피해자의 인구학적 특성···················································································· 1 7 5
<표 4-7> 피해자의 보호시설 기록···················································································· 1 7 6
<표 5-1> 어린이집 아동학대 발생 상황: 아동학대 발생 전 - ‘아동’ 관련····················· 207
<표 5-2> 어린이집 아동학대 발생 상황: 아동학대 발생 전 - ‘가족’ 관련····················· 209
<표 5-3> 어린이집 아동학대 발생 상황: 아동학대 발생 전 - ‘교사’ 관련····················· 212
<표 5-4> 어린이집 아동학대 발생 상황: 아동학대 발생 전- ‘원장(보육기관, 관리자)’ 관련······································································· 215
x 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
<표 5-5> 어린이집 아동학대 발생 상황: 아동학대 의심, 신고, 수사 과정- ‘아동’ 관련 ···································································································· 2 1 7
<표 5-6> 어린이집 아동학대 발생 상황: 아동학대 의심, 신고, 수사 과정- ‘가족’ 관련 ··································································································· 2 1 8
<표 5-7> 어린이집 아동학대 발생 상황: 아동학대 의심, 신고, 수사 과정- ‘교사’ 관련 ···································································································· 2 1 9
<표 5-8> 어린이집 아동학대 발생 상황: 아동학대 의심, 신고, 수사 과정- ‘원장(보육기관, 관리자)’ 관련······································································ 220
<표 5-9> 어린이집 아동학대 발생 상황: 아동학대 소송 전후 - ‘아동’ 관련················· 222
<표 5-10> 어린이집 아동학대 발생 상황: 아동학대 소송 전후 - ‘가족’ 관련·············· 223
<표 5-11> 어린이집 아동학대 발생 상황: 아동학대 소송 전후 - ‘교사’ 관련·············· 223
<표 5-12> 어린이집 아동학대 발생 상황: 아동학대 소송 전후- ‘원장(보육기관, 관리자)’ 관련···································································· 224
<표 6-1> 어린이집 아동학대 대응 개선안: 예방······························································ 251
<표 6-2> 어린이집 아동학대 대응 개선안: 절차지원······················································· 254
<표 6-3> 어린이집 아동학대 대응 개선안: 보호, 지원, 재학대 예방······························ 256
<표 6-4> 자녀체벌금지법에 대한 인식············································································· 263
<표 6-5> 훈육 및 학대에 대한 의견················································································ 264
<표 6-6> 체벌 및 학대에 대한 인식················································································ 265
<표 6-7> 체벌정도에 따른 훈육 및 학대에 대한 인식···················································· 266
<표 6-8> 훈육을 위해 체벌하는 이유·············································································· 266
목차 xi
그림 차례
[그림 2-1] 키워드 트렌드 분석·························································································· 5 0
[그림 2-2] 어린이집 아동학대 관련 관계도 분석······························································ 54
[그림 2-3] 어린이집 아동학대와 관련된 연관어 워드클라우드·········································· 57
[그림 2-4] 아동학대업무 흐름도························································································ 68
[그림 2-5] 아동학대 발생 시 사법처리 절차····································································· 69
[그림 2-6] 어린이집 아동학대 주요사건과 정부정책························································· 76
[그림 2-7] 부모 대상 아동학대 예방교육 온라인 교육자료··············································· 86
[그림 4-1] 2018년부터 2021년까지 기관 환경에서 근무하는 성인에 대한 학대 혐의- 학대 유형(영국 59개 지방 자치 단체의 데이터) ······································ 161
[그림 4-2] 학대 공개를 막기 위해 가해자가 사용하는 위협··········································· 169
[그림 4-3] 가해자의 보육기관 내의 역할(Perpetrators’ roles in day care centers) ···· 170
[그림 4-4] 가족을 강화하기 위한 2Gen방식 채용·························································· 193
[그림 4-5] MASH 신고 분류 ··························································································· 1 9 7
[그림 4-6] 아동의 신체적, 정신적 학대 및 방임 후 할 수 있는 치료적 개입··············· 199
[그림 4-7] 성적학대 후 할 수 있는 치료적 개입···························································· 200

국문요약
1. 연구필요성 및 연구목적
○ 연구 배경
2019년부터 어린이집 아동학대 의심신고가 급증하고 있으며, 2022년에도 양산 가
정어린이집 보육교사 아동학대사건, 부산 사하구 어린이집 보육교사 아동학대사건
등이 언론이나 온라인 커뮤니티를 통해 알려지는 등 어린이집 아동학대에 대한 예방
정책의 실효성에 대해 지속적으로 문제제기가 되고 있는 상황임
아동학대 예방 및 대응방안으로 아동학대사범에 대한 처벌강화와 아동학대 조기
개입을 위한 법제도의 지속적인 변화에도 불구하고 아동학대는 꾸준히 발생하고 있는
현실에서 처벌강화에 대한 사회적 요구는 증가하고 있으나, 이러한 사법적 대응이
아동학대를 예방하기 위한 근본적인 대응방향이 될 수 있는지 의문이 제기됨
아동학대사범의 처벌강화가 아닌 근본적인 아동학대 예방 및 학대피해아동 보호지
원정책을 구축하기 위해서는 실제 아동학대의 현실을 파악하고 발생구조를 분석하여
근본적인 대응방안을 모색할 필요가 있음.
본 연구는 1차 연도에 진행된 가정 내 아동학대에 대한 연구에 이어, 2차 연도에는
보육기관 내 아동학대에 대해 아동학대 발생의 실태와 원인 및 요인을 파악하고 이에
대한 심층 분석을 통해 차별적인 개선방안을 제시하고자 함
2. 연구방법
○ 아동학대 관련 통계 및 빅데이터 분석
각 연도별 아동학대 주요 통계 분석을 통해 아동학대 현황 및 보육기관 현황 분석
어린이집 아동학대 관련 주요 현안 발굴을 위해 인터넷 매체를 통해 보도된 언론기
사를 활용하여 빅데이터 분석을 적용하여 보육기관 아동학대와 관련된 우리 사회의
주요 이슈 분석
2 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
○ 판결문 조사
보육기관 내 아동학대의 발생 및 처벌 실태를 파악하고자 판결문 분석. 어린이집
학대행위자가 어린이집 보육교직원 및 행정직원 등인 경우로서, 최종 분석 대상 사건
은 1심 선고 기준 210건, 피고인 329명, 피해자 781명
○ 심층면접
어린이집 아동학대의 발생 맥락과 대안을 모색해 보고자 어린이집 아동학대와 관련
한 당사자를 대상으로 심층면담 실시. 아동･가족 측, 보육교사 측, 원장･기관 측,
경찰･공무원 측 27명
○ 설문조사
어린이집/유치원 내 발생 상황별 학대 인식뿐만 아니라 학대에 대한 일반적 인식,
아동학대범죄 처벌 및 절차에 관한 특례, 피해아동 보호절차, 아동학대처벌법에 대한
인식 등 일반인을 대상으로 아동보호전문기관을 통해 파악되지 못한 아동학대의 실태
를 파악하고자 실시. 일반 국민 1,000명
▢ 주요 연구내용
○ 보육기관 내 아동학대 발생현황
2022년 기준 전체 아동학대 사례 27,971건 중 가정 내에서 발생한 경우가 22,738건
(81.3%), 학교 1,654건(5.9%), 집근처 또는 길가 1,353건(4.8%), 어린이집 613건(2.2%) 순
어린이집에서 학대가 발생하는 비율은 2018~2022년 중 2019년(4.6%), 2018년과
2021년(3.3%), 2022년(2.2%), 2020년(2.1%) 순, 건수는 2019년 1,371건, 2020년 658
건, 2021년 1,233건, 2022년 613건으로 증감을 반복
○ 보육기관 내 아동학대 관련 주요 이슈
키워드 트렌드 분석 결과, 최근 약 14년간(2010~2023.9) 언론에 보도된 어린이집
학대 관련 기사는 총 4,707건이었으며 거시적인 변화추이를 살펴보면 우상향하는
경향을 확인할 수 있으며 2010년에 비해 2023년에 어린이집 학대와 관련된 기사
국문요약 3
건수가 약 10배 이상 증가한 것으로 나타남
어린이집 아동학대와 관련된 인물, 기관, 장소, 키워드 간의 관계도를 살펴본 결과
가중치가 가장 높은 키워드는 보육교사로 나타났으며 보육교사를 중심으로 도출된
용어 간의 관계를 살펴보면 처벌과 관련한 용어가 밀접하게 관련되어 있는 것으로
나타남
○ 체벌과 훈육, 아동학대에 대한 부모의 인식조사
체벌에 대한 인식을 살펴보면 체벌에 대한 부모의 명확한 기준과 설명, 아동 스스로
가 훈육의 목적을 이해하고 자신이 무엇을 잘못했는지 인정한다는 조건 하에서 행해
진 체벌의 경우 훈육이라고 응답한 비율, 즉 체벌이 적절한 과정을 거쳐 이루어질
경우 훈육에 해당한다고 생각하는 부모의 비율이 60%에 달하는 것으로 나타남. 반면
체벌로 아동의 행동이 교정되었을 경우, 즉 결과에 따라 체벌을 훈육으로 생각한다는
의견에는 비동의 비율이 다소 높았음
체벌의 효과성에 대해서는 체벌이 아동의 반사회적 행동 감소나 성장에 도움이
될 것으로 동의하는 비율이 약 25% 내외로 나타나 체벌이 효과가 있다고 생각하는
부모의 비율이 여전히 높은 것을 알 수 있음. 체벌의 정당성의 경우에는 동의하지
않는 응답이 79%로 높게 나타났으나 폭력 행동의 교정을 위해 체벌을 사용하는 경우
에는 체벌이 정당하다고 보는 의견의 비율이 48.1%에 달함. 즉 아동에 대한 체벌에
대해 부정적인 시각이 우세하나 일부 응답자의 경우 그럼에도 불구하고 경우에 따라
체벌이 정당한 훈육방법으로 될 수 있다고 인식하는 이중적인 태도를 보임
부모와 어린이집 및 유치원 교사가 체벌을 사용하는 이유에 차이가 있는 것으로
인식하고 있었음. 어린이집 및 유치원 교사의 경우 아동의 행동을 교정하기 위한
훈육 목적 이외의 이유로 체벌을 사용하고 있는 것으로 인식하고 있는 것으로 나타남
○ 어린이집 아동학대 대응체계 및 정책
우리나라의 아동학대 대응 업무체계는 시･군･구를 중심으로 한 아동학대 조사체계
와 아동보호전문기관을 중심으로 한 사례관리체계로 이원화 되어있음. 아동학대가
발생하게 되면 지자체 아동보호팀이 아동학대에 대한 조사 및 판단을 하게 되며 이를
4 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
기반으로 피해아동 보호계획을 수립하여 조치를 취하게 됨. 이후 아동보호전문기관이
학대피해아동의 회복을 위한 사례관리를 수행하게 됨
어린이집 아동학대 정책의 발전 과정은 다음과 같음
<표 1> 어린이집 아동학대 정책 발전 과정
구분
부재기
(2010년 이전)
도입기
(2010년 이후)
정책
「어린이집 아동학대 근절대책」(2010.12)
특성
 사회적 관심 부재
 관련 정책 부재
 사회적 관심 형성
 정책의 필요성 인식
 개념 정립
 피상적 대책 마련
확대기
(2013년 이후)
성장기
(2015년 이후)
「어린이집 아동학대 방지대책」(2013.05)
「어린이집 아동학대 근절대책」(2015.01)
 사회적 관심 상승
 단편적 대책 마련
 구체적 대안 제시
 사회적 관심 증대
 다차원적 대책 마련
 구체적 대안 제시
○ 어린이집 아동학대 방지를 위한 주요 제도 현황
어린이집 아동학대 방지를 위해 정부가 운영하고 있는 제도는 CCTV 모니터링을
통한 예방과 조기발견, 보육교사와 아동, 부모를 대상으로 하는 아동학대 예방교육,
정부와 부모에 의한 정례적인 현장 모니터링 등 크게 세 가지 영역으로 구분할 수
있음
○ 판결문 분석을 통한 보육기관 내 아동학대 발생 현황
어린이집 아동학대의 경우, 신체적, 정서적 학대가 대다수를 차지하고 있었고 이는
여타 형태의 아동학대와도 유사했음. 다만 살인, 사체유기, 상해의 결과로 이어지거나
성적 학대를 수반한 비율, 범죄 및 수사 경력이 있는 피고인의 비율이 가정 내 아동학
대에 비하여 현저히 낮았고, 아동학대처벌법에 따른 중상해나 상습이 인정된 사례는
단 한 건도 존재하지 않았음
1심에서의 무죄 선고 및 변호인 선임, 상소의 비율이 가정 내 아동학대보다 높았으
며, 이때 다툼의 주요 쟁점은 훈육의 정당성 여부로 그 비율 역시 가정 내 아동학대보
다 높았음
국문요약 5
원장, 시설장 등 학대 행위를 방지하기 위해 상당한 주의와 감독 의무가 부과되는
직위에 있는 이들이 직접 보육에 참여하면서 아동학대 혐의로 기소된 경우도 전체의
8.5%를 차지했음
○ 어린이집 아동학대 관련자 심층면담을 통한 보육기관 내 아동학대 발생 현황
아동학대 발생 전 상황에서 아동은 코로나, 저출생 등 사회환경 변화에 따라 특수아
동이 증가하는 경향이 나타나며, 이른 나이에 사회로 내몰리며 집단생활을 강요받고,
열악한 보육환경으로 기본권리가 침해당한다는 상황에 놓임. 아동의 부모는 어린이집
에 보육을 맡기며 보육의 책임을 어린이집에 일임하나, 육아 및 보육정보에 제한적으
로 노출되면서 어린이집에 대한 이해도가 낮아져 마찰이 발생하기도 함. 때로 자신의
자녀에 대해 보육교사가 발달지연을 의심할 때는 이를 수용하기 어려워 교사를 비난
하는 경우도 있으며, 아동학대 발생 전 보육교사는 상당한 보육스트레스 상황에 놓여
있음
어린이집 아동학대 의심, 신고, 수사 과정에서 피해아동은 추가피해에 노출되기도
하고 아동학대사건 처리과정에서 소외당하기도 하며, 직접피해아동뿐만 아니라 간접
피해아동에 대한 대응도 필요하나 방치되고 있음. 가족은 아동학대가 의심되어 CCTV
열람을 하고 싶어도 이를 요청하면 어린이집과의 신뢰관계가 끝나기 때문에 상당한
부담감을 느낌. 어린이집에서 아동학대를 이슈화하면서 학부모 공동체와 멀어지고
별난 학부모라는 낙인으로 다른 어린이집으로 전원도 어려움
어린이집 아동학대 소송 전후, 아동은 치료지원 기준이 모호하여 적절한 서비스를
받지 못하는 경우가 있으며, 장애아동은 학대판결 시 학대가해자가 상대적으로 경미
한 처벌을 받는 등 차별을 경험하기도 함. 피해아동 가족은 전 가족이 피해자가 되어
가족 회복력이 붕괴되는 상황에 놓이며, 아동학대 신고 후 대안을 찾지 못해 어려움을
겪음. 그러한 과정에서 정부정책에 대한 신뢰도는 감소함. 교사 역시 아무런 지원체계
가 없으며, 무혐의 결정이 나와도 그간의 과정에 대해 아무런 보상을 받지 못함
6 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
▢ 정책제언
○ 빅데이터 분석을 통한 정책제언
어린이집 아동학대에 대한 사회적 관심이 이슈 중심의 단발적 사건에 대한 반응에
그치는 것을 넘어서 지속적으로 이어질 수 있도록 할 필요가 있음. 이를 위해서는
우선 정부가 지속적인 관심을 가지고 정책 수립, 홍보 등을 통해 관련 사안에 대한
관심을 유도하는 것이 필요함
행위자 처벌에 집중된 관심을 보다 근본적인 문제의 해결책을 모색하는 방향으로
전환할 필요가 있음. 어린이집 아동학대는 다양한 원인이 존재하기 때문에 행위자
처벌강화로만은 해결될 수 없으며 아동과 부모, 보육기관 종사자에 대한 다차원적인
접근이 필요함
사례관리가 피해아동을 중심으로 이루어지기 때문에 피해부모에 대한 지원은 사실
상 제대로 행해지고 있지 않은 것이 현실임. 어린이집 아동학대 발생 시 피해자에
대한 회복 지원에 아동뿐만 아니라 피해아동의 부모 또한 포함하도록 정부차원에서의
대안 마련이 필요함
○ 인식조사를 통한 정책제언
판단 기준의 모호함으로 인한 혼란을 최소화하기 위해서는 아동학대와 구분되는
부주의한 지도 개념의 개념적, 조작적 정의를 보다 명확히 하기 위한 노력이 필요하다.
부주의한 지도의 개념이 사회적으로 통용되기 위해서는 해당 개념에 대한 보육현장과
부모의 의견 일치가 선행되어야 함. 이를 위해서는 부주의한 지도에 대한 보육교사와
부모의 인식과 그 차이를 보다 면밀히 조사할 필요가 있음
현재 부주의한 지도에 대한 개념이 보육현장에 도입된 지 오래되지 않아 아직까지
해당 개념에 대한 국민적인 인식 수준이 낮음. 보육현장뿐만 아니라 부모를 대상으로
도 부주의한 지도의 개념에 대해 적극적으로 홍보, 교육하여 보육교사와 부모 사이의
부주의한 지도와 학대에 대한 인식의 격차를 줄일 필요가 있음
○ 판결문 분석을 통한 정책제언
어린이집 아동학대의 경우 한 시설에서 다수의 피해자에 대한 학대가 지속되는
국문요약 7
경우가 가정 내 아동학대보다 더욱 많았으며, 공범은 4명 이상의 다수 피해자가 발생
하는 데 영향을 미치고 있었음. 보육교사들의 상호 묵인과 방조 속에서 학대가 지속되
는 상황을 반영하는 바, 학대의 발생 가능성을 높이는 조직 차원의 문제, 예컨대 고립
된 보육 노동과 상호지지가 결여된 열악한 근무환경에 대한 개선이 필요함
학대 예방을 위해 보육교사들의 어려움을 정기적으로 점검하고 대안을 마련하는
관리자들의 역할이 중요한 것으로 지적되지만, 이들의 학대를 모니터링 할 수 있는
방안 역시 강구가 필요함
학대 신고가 만연히 이뤄지지 않을 수 있게 사례 판정의 적정성 제고나 조정의
장치가 마련되어야 할 것으로 보임. 또한 어린이집 아동학대 피고인들의 경우, 가정
내 아동학대에 비하여 국선 변호인 선임의 비율도 유의미한 수준으로 낮아, 사선
변호인 선임으로 인한 경제적 부담도 커 보였음. 보육교사들에 대한 법적 지원(변호인
선임), 심리적 지원, 그 범위와 기준이 마련되어야 할 것임
○ 심층면담을 통한 정책제언
어린이집 아동학대 예방을 위한 개선 의견은 대체로 일반적인 보육환경 개선에
대한 의견이 중점적으로 언급됨. 주요 주제는 ‘개방과 협력적 보육’, ‘발달수준을 고려
한 보육’, ‘보육전문성 강화’, ‘교사 노동환경 개선’, ‘실현적 예방교육’, ‘관리자 리더십
강화’, ‘객관적 외부자의 모니터링’으로 도출함
어린이집 아동학대 의심, 신고, 수사 과정에서 절차지원의 대안으로는 ‘아동중심의
관점’, ‘아동학대신고 절차지원’, ‘내부신고자 보호’, ‘중재기구 설치’, ‘사례결정시 보
육전문가 참여’ 등이 필요함
어린이집 아동학대 보호･지원 및 재학대 예방을 위한 대안으로 ‘예산, 인프라 확충’,
‘가족중심 치료’, ‘재학대 예방을 위한 처우 강화’, ‘어린이집 특화 대응체계 마련’이
언급됨
8아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
<표 2> 어린이집 아동학대 대응 개선안: 예방
주제소주제내용
개방과
협력적
보육
보육공간
개방
학부모에게 어린이집을 개방하여 아이들이 어떻게 생활하는지 다 볼
수 있게 하면 오해를 줄일 수 있음
보육공간을 개방하면 떳떳해 질 수 있음. ‘우리가 이렇게 하고 있으니
의심하지 마세요’라고 할 수 있음
특정 아동의 부모가 잠깐 왔다 가면 아이들이 어수선해질 수 있지만,
그것이 일상화가 되면 됨
학부모 참여 증진
어린이집 활동에 수시로 참여하며 상호협력적 보육에 참여해야 함
차량운행을 지양하고 학부모가 어린이집으로 수시로 들어올 수 있도
록 해야 함
제도적 부모교육
의무화
보육바우처 수령시 부모교육 의무화
원장이 부모교육을 하도록 의무화하기보다 제도적으로 국가에서 의
무교육 실시. 원장이 교육하는 것은 잔소리로 받아들임
공간개방
기능보강 지원
어린이집의 공간적 개방성 확보를 위한 기능보강사업 지원. CCTV 설
치지원처럼 통유리설치 등 기능보강 지원
발달
수준을
고려한
보육
아동발달
사전 평가
어린이집 입소 전에 아이 기질, 부모 성향 파악 등을 의무적으로 해주
면 좋겠음
입소할 때 아이가 너무 특수하다고 생각되면 전문기관 인계가 되어야
어린이집 생활에 어려움이 줄어들 것임
육아종합지원센터에서 순회지원을 와서 특수성을 보이는 아이를 발
견하고 부모상담을 조언하여 담임, 순회지원교사, 학부모가 상담을
한 사례가 있음(확대추진)
아동발달
세분화
장애 여부를 포함하여 월령에 따라서도 아동발달에 상당한 격차가 있
음. 장애, 월령 등을 고려하여 보육서비스를 세분화하는 것이 필요함
보육
전문성
강화
보육교사
자격 질 관리
사이버교육만으로 자격증을 받을 수 있는 등 자격취득이 너무 쉬움.
보육교사 진입 시 가치를 높이는 게 필요함
대안적 보육방법
제시
 ‘하지 말라’는 것은 많지만 대안으로 무엇을 해야 하는지가 부족함. 대
안적 방법을 많이 제시해 주면 좋겠음
교사
노동환경
개선
현실적
인력충원
교사 대비 아동수를 현실적으로 조정해야 함
아동이 낯설어 하지 않도록 어린이집에 상주하는 비담임교사 인력 충
원이 필요함
인력이 현실적으로 충원되어야 교사스트레스를 낮추고 아동학대를
예방할 수 있음
시공간 분리점심시간, 휴게시간 확보
보육공간과 업무공간을 분리하여 적합한 근로환경 조성
실현적
예방교육
사례중심 교육개별화된 사례중심, 소그룹 토의 등 실효성 있는 예방교육 필요함
아동학대
적용범위 교육
과거와 다른 아동학대 적용범위를 잘 인지하지 못함. 교육이 제대로
되지 않으니까 예전에 했던 것들이 지금 아동학대가 될 수 있음을 모
름(예: 정서학대)
교육시간 확보저녁, 주말 교육 시 근무시간 인정
관리자
리더십
강화
원장 관리능력
강화
관리자가 관리를 철저히 하면 아동학대는 일어나지 않음
원장이 아동학대 예방교육을 철저히 하고, 관리하면 교사들도 조심함
교사가 보육에 집중할 수 있도록 학부모와 협의하는 역할 수행 필요함
국문요약9
<표 3> 어린이집 아동학대 대응 개선안: 절차지원
주제소주제내용
아동
중심의
관점
절차 안내아동발달단계를 고려하여 아동에게 아동학대 처리절차, 결과에 대해 안내
어린이집
즉각분리 지침
마련
학대피해 아동에게 2차피해가 발생하지 않도록 어린이집 아동학대
피해아동 즉각분리 지침 명료화 및 실효성 있는 이행 필요
아동학대
신고
절차지원
CCTV 열람 절차
개선
아동학대가 의심될 때 CCTV 열람에 감정적, 불신 문제가 발생하지 않
도록 공식적 절차개선 필요
학대피해자 안내학대피해 신고를 한 이후 수사절차, 행정처분과정, 서비스기관 등 전
체 내용을 안내하고 연계해 주는 서비스체계 필요
법적절차 안내어린이집과 개인적인 마찰을 줄이고 명예훼손 등 역소송을 당하지 않
도록 주요한 내용을 안내해 주는 절차 필요
내부신고자 보호내부자들이 가장 많이 알고 있기 때문에 내부신고 절차 지침을 명확화
하고, 내부신고자 보호 방법 마련
중재기구
설치
회복적 중재
신고하자마자 당장 경찰조사, 소송, 재판으로 가는 것보다 중재할 수
있는 위원회 체계가 바람직
서로 상처를 최소화할 수 있도록 하고, 서로 아동학대에 대한 이해가
부족한 부분을 이해할 수 있게 하고, 생활사고는 치료비 합의를 할 수
있도록 함
경찰 등 행정력 낭비를 최소화 할 수 있음
중립적 구성
아이와 부모는 착하고, 보육교사는 악한, 이분법적 사안이 아님. 여러
쟁점을 중재할 기구 필요
양쪽을 다 절충할 수 있는, 충분히 신뢰할 수 있는 체계 필요
법적 지위 담보중재기구는 법적기구로 구성. 법적으로 보호될 수 있어야 함
사례결정위원회 보육전문가
참여
아동학대 사례결정위원회에 보육현장에 대해 잘 알고 있는 전문가가
포함되어야 함. 안전관리, 생활지도, 어린이집운영 등 상황을 잘 알고
있어야 사례판정에 타당성 확보 필요
<표 4> 어린이집 아동학대 대응 개선안: 보호, 지원, 재학대 예방
주제소주제내용
아동학대
예방책임 강화
 CCTV 점검 후 후속조치에 대한 절차를 마련하는 등 관리자의 아동학
대 예방 책임 강화 필요함
객관적 외부자의 모니터링 CCTV 모니터링을 어린이집 내부가 아닌 외부인이 객관적으로 모니
터링 할 수 있는 인력 필요함
주제소주제내용
예산,
인프라
확충
예산확보피해아동가족이 하반기에 예산이 없어서 치료를 받지 못하는 사례가
발생하지 않도록 예산 확보 방안 마련
보험급여 적용학대피해아동가족 심리치료 보험급여 적용
지역 서비스 확충지역은 자원이 매우 부족함. 특히 장애아동어린이집 경우는 폐원을
하면 대안이 없음. 서비스 자원 확대 필요함
10 아동학대의 발생구조에 기초한 아동학대 예방 및 피학대아동 보호･지원정책에 관한 연구(Ⅱ)
주제
소주제
내용
보육공백 지원  하루아침에 폐원하여 보육공백이 생기지 않도록 일정기간 유예기간이 있
어야 하며, 그 기간동안 대체인력을 투입하고 이후 전원 등의 절차 이행
일상회복에 초점  학대행위자와 분리가 되기 때문에 아동에게 재학대피해 위험은 적음.
아이와 가족 모두 일상회복이 가장 포커스임
가족중심
치료
재학대
예방을
위한
처우
강화
부모치료 지원
 가정, 직장 그리고 소송으로 스트레스가 가중되므로 치료지원 강화
필요함(예: 술, 정신과 약물에 의지하지 않도록 치료지원)
 외부인에 의한 학대이므로 부모 역할이 중요. 아이가 일상으로 빨리
회복하려면 학부모가 빨리 안정을 찾아야 함
재취업 제약  아동학대 범죄경력이 있는 교사에 대해 재취업 제약이 필요함
원장처벌 강화
 현행 아보전 체계는 가정 내 아동학대 중심이므로 어린이집을 포함하
여 교육기관 아동학대 대응체계의 전문성 강화 필요함
 원장은 아동학대 예방 의무가 있음. 원장 관리감독이 철저하다면 교
사들이 아동학대를 할 수 없음. 원장 직무유기에 대해 처벌이 더욱 강
화되어야 함
학대행위자에
대한 재발 방지
교육체계화
아동학대
대응체계 다양화
어린이집
특화
대응체계
마련
국선변호사
인력양성
보육/교육기관
아동학대 대응
전문성 강화
○ 종합 결론
 학대행위자에 대해 충분한 교육 등 처우를 통해 아동학대가 재발되지
않도록 해야 함
 한 번의 실수로 평생 범죄자로 살지 않도록 지원해야 함
 현재 아동학대 대응체계가 있으나 가정 내 아동학대 사례가 많아 대응
체계 역시 가정 내 아동학대 중심임. 아동학대 체계를 다양화하는 것
이 필요함
 국선변호사는 성폭력, 장애, 아동학대 인력풀이 있는데 성폭력피해자
중심으로 세팅되었음
 어린이집 아동학대는 피해아동뿐만 아니라 아동의 보호자를 대해야
하는 등 가정 내 아동학대와 차이가 있으므로 그 특수성에 맞는 인력
풀 구성이 필요함
- 훈육과 체벌 대한 인식 전환 : 체벌금지법의 긍정적 효과
- 유엔아동권리협약내 아동권리의 법규정화 : 생존권, 보호권, 발달권, 참여권
- 적극적인 캠페인과 홍보 및 비폭력인 부모양육방법 상담/교육
- 학대피해아동에 대한 적극적 심리치료
▢ 주요 키워드
※ 아동학대, 체벌금지, 보육기관 내 아동학대, 아동학대 대응체계, 학대피해아동