• Title/Summary/Keyword: 유치원 생활

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Comparative Analysis of Disaster Safety Education Contents of National Curriculum in Korea : Focusing on the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum (우리나라 국가수준 교육과정의 재난안전 교육내용 비교 분석 : 2019 개정 누리과정과 2015 개정 교육과정을 중심으로)

  • Sung, Mi-Young;Kim, Shin-Hye
    • The Journal of the Korea Contents Association
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    • v.19 no.9
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    • pp.92-100
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    • 2019
  • The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

A survey on the evaluation of curriculum and young children by kindergarten teachers (유치원 교사의 교육과정 평가와 유아 평가에 대한 실태 및 개선방안에 관한 연구)

  • Youn, Jin-Ju;Ahn, Jin-Kyeong;Kim, Ji-Young
    • Korean Journal of Human Ecology
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    • v.17 no.3
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    • pp.413-423
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    • 2008
  • The purpose of this study was to consider the evaluations of curriculum and young children by kindergarten teachers. The investigation subjects for questionnaire were 637 (the directors, vice-directors, the head teachers, and teachers) who were selected by proportional stratified sampling method for population and the subjects for interview were 11 teachers out of previous subjects who have worked at Jeolla-Do. The questionnaire was based on preceding studies and the propriety of contents was validated. The followings are results of this study. First, according to the purpose of curriculum, more than half of kindergarten teachers answered that they do perform evaluation to validate the young children's developmental process and there were statistically no significant differences by variables of kindergarten teachers. This study was to see whether they perform the evaluation results of curriculum or not, they relatively perform and there were statistically differences by kindergarten teacher's working location, establishment type, level of education and age. This study was to see whether they reflect the evaluation results of curriculum, and it was revealed as they relatively reflect. Also, there were statistically significant differences by kindergarten teacher's working location. And, kindergarten teachers requested the appropriate evaluation curriculum that also requires the adequate education for teachers and organized supporting system as a implication plan. Second, as of material types for children's portfolio evaluation, teachers collect activity products at most, then activity picture, observation, standardized test, teacher's journal, recording or tape-recording, post-interview and data that were collected at home. And, kindergarten teachers requested the appropriate evaluation method and the supply of human resources as a implication plan for young children's evaluation.

The Relationship between Autonomous Supervision Performance and Role Performance by Kindergarten Teacher (유치원 교사의 자율장학 수행유형과 역할 수행유형과의 관계)

  • Seo, Jeong-Bok;Chong, Young-Sook;Jang, Hye-Ja
    • Korean Journal of Human Ecology
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    • v.12 no.5
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    • pp.595-604
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    • 2003
  • This study was designed to investigate the difference in the autonomous supervision and role performance according to the socio-demographic factors of the teachers. Also, the relation of the autonomous supervision and the role performance was examined. This research was conducted using the questionnaire to 394 teachers of national, public, and private kindergarten in Chung-buk province. Data were analyzed with the SPSSWIN program by the frequency, percentage, t-test, ANOVA, Scheffe post-hoc test and Pearson's correlation analysis. The results were summarized as follows: First, levels of autonomous supervision of kindergarten teachers were high in general and there were significant differences according to the institution, age, scholastic ability, and the career. The accomplishment in the public kindergarten was higher than that in the private one. Moreover, the higher the teacher's age, career, and scholastic ability, the higher the accomplishment. Second, levels of role performance of the kindergarten teachers were excellent, but the levels of role performance were higher in the public kindergarten than in the private one because the public teachers who did not transfer much had more chances of continuous education and higher responsibility. The role performance of teachers was found to be relatively higher in the kindergarten in countries than in cities because there were more public kindergartens than private ones in countries. Third, there were significant correlations between the lower factors of autonomous supervision and the role performance of the kindergarten teachers. Because the various types of the autonomous supervision can help the teacher's role performance, various types of the autonomous supervision which fit the developmental stages of the teachers will be desirable.

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The Analysis of Theses Content Related to Parents' Needs for Their Education (부모교육 요구조사 관련 논문 내용 분석)

  • Kim, Jong-Han
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.12 no.5
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    • pp.2115-2123
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    • 2011
  • The purpose of this study is to draw a general conclusion through summing up theses on parents' need for their education up to the present. The subjects of this study are 25 masters' degree theses on parents' need for their education in the kindergarten from 2001 to 2010. The results of data on parents' education method and style were conducted by frequency analysis. Also it was surveyed if in how many theses the contents of parents' education were rated over average points by Licker. The results of this study are as follows: First, the parents think that the proper frequency of their education is once or two in a semester and the favorite time is from 10 to 12 o'clock or from 2 p. m. to 4 p.m. They also want to learn on Wednesday, Friday and Saturday. And they want a professional as their lecturer the most and then a homeroom teacher. Secondly, in the survey of their education style they like more lecture or a short course than any other thing, and then they like home messenger, group council and so on. But especially they don't like the style of visiting class, book lending, ceremony/class assistance, practice (workshop), and visiting home. Thirdly, they want to know a general guide in the kindergarten of the contents of their education a lot. And they want to know some of a budget, program, and assessment of a principal and the teachers in the kindergarten. Fourthly, they want to know all parts of the parents' roles related to rearing their children in their own elements of the contents of their education above all. And they also want strongly their free time, hobby, the liberal arts, amusement and recreation. Fifthly, in the view of infant development they want strongly to know how to communicate with their children rightly, and how to adjust their children's activities and how to praise or blame their children. And they also want how to form their children's right habit and to guide their children's right acts in the infant period the most. Lastly, they want to know children's physical development and their cognitive development in the view of infant development the most. And then they want to know the development of sociology, creativity, morality, and emotion in good order.

A Study on the Developmental Patterns of the Three, Four, and Five-Year-Old Children (3, 4, 5세 유아의 연령과 성에 따른 생활영역별 발달경향 탐색)

  • Choi, Mi-Sook
    • Korean Journal of Child Studies
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    • v.31 no.4
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    • pp.49-60
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    • 2010
  • This study sought to investigate and assess the development patterns of children, aged from 3 to 5, by means of a longitudinal approach. The children's developmental patterns are classified according to five curriculum areas; physical health, social skills, expression, language, and exploration-. The developmental patterns are analyzed in detail according to the observation period, children's ages, and their genders. The subjects consisted of 108 children in A city. A research assistant was asked to observe and keep records of the children's behaviors at three distinct times -early, middle, and late in the school year. The 'observational scale for children' was used as the measurement tool. The data which was thus collected was then subject to statistical analysis. The major findings of the study are as follows. First, there were significant differences in all five curriculum areas according to the children's age and observation period. That is, five-year-old children showed higher scores than three- and four-year-old children. Second, there were significant differences in the social development within five curriculum areas according to the children's gender and the observation period. That is, girls exhibited higher scores than boys.

The Effects of Educational Activity in Relation with Nuri Curriculum in Green Growth Education Programme for Young Children on Their Knowledge in Environmental Conservation, Sensitivity to the Natural Environment and Attitudes in Environmental Conservation (누리과정과 연계한 유아녹색성장 교육활동이 유아의 환경보전지식, 자연환경감수성 및 환경보전태도에 미치는 효과)

  • Kang, In Sook;Moon, Hyuk Jun
    • Korean Journal of Childcare and Education
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    • v.10 no.5
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    • pp.133-158
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    • 2014
  • This study's aims at seeking ways to support educational activity in 'Green-Growth' for children, in order for children to practice green life from their infancy and studying effects of their educational activity in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. This study conducted a survey of fifty-four children of five years of age attending the kindergartens in the Metropolitan City of Incheon. Twenty-seven were classified in the experimental group and the remaining Twenty-seven were in the comparative group. For the statistical analysis of the data collected, the t-test and the analysis of covariance(ANCOVA) were conducted using the SPSS WIN 17.0 program. The findings of this research are as follows: the children of the experimental group who experienced educational activity in green growth, demonstrated higher score than those of the comparative group in knowledge of environmental conservation and receptivity to the natural environment, attitudes in environment conservation. The result of the research indicates that educational activity in green growth, for children, enhances their knowledge in environment conservation, the receptivity to natural environment and the positive changes of attitudes in environmental conservation. It is then advisable to integrate and apply educational activity in green growth to the curriculum of kindergartens from early childhood.

Study of Verification of Effect on the Environment Education Program for Children (유아 환경교육 프로그램이 생활태도에 미치는 영향)

  • Yoo, Hyesook;Gang, Seonghyeon;Kim, HyunRan
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.15 no.10
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    • pp.5995-6003
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    • 2014
  • This study was performed to determine the recognition change and the effect of the experiential environment education on children and to obtain basic data for establishing an environmental education program appropriate for children based on the results. The subjects of this study were 200 kindergarten students and 200 mothers in Gu-mi,Gungbuk. The environment education program was applied to the kindergarten students, and their mothers observed the changes in the environmental living attitude and responded to the research tools. As a result, the environment education program improved the children's environmental living attitude. On the other hand, the effect cannot be observed in a short period. Continuous efforts will be needed and experiential environment education is very useful. In the sub-domain, the effect was high in the order of recycling, saving and prevention of environmental pollution. The effect on girls was higher than on boys, and the effect on six-year-children was higher than that of four-year-children. This study is significant in that it verifies how environmental education programs and activities have a positive influence on the establishment of children's behavioral, cognitive characteristics and their perception of the appropriate environmental knowledge.

Development of Index of Park Derivation to Promote Inclusive Living SOC Policy (포용적 생활 SOC 정책 추진을 위한 공원결핍지수 개발 연구)

  • Kim, Yong-Gook
    • Journal of the Korean Institute of Landscape Architecture
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    • v.47 no.5
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    • pp.28-40
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    • 2019
  • In order to resolve the imbalances in the supply of living SOCs according to socio-economic status, location, and population groups, the discussions on inclusive city policies are expanding. The purpose of this study is to propose an Index of Park Derivation (IPD) as an alternative indicator for the promotion of an inclusive urban park policy that can be applied in the 7 major metropolitan cities to select a region with a relatively high park needs. The main research results are as follows. First, the concept of an inclusive urban park policy is defined as "a policy to supply to manage high-quality park services with priority given to areas with low socio-economic and environmental status, such as a large amount of elderly, children, low-income families, areas vulnerable to disasters, such as heat and fine dust, and population groups." Second, we developed the index of park derivation (IPD), which is a combination of 17 variables including park service level, demographic characteristics, economic and educational level, health level, and environmental vulnerability. The variables that constitute the index of park deprivation (IPD) can be applied to SOC policies outside the parks, such as sports facilities, daycare centers, kindergartens, and public libraries. Third, applying index of park deprivation (IPD) to 1,148 Eup/Myeon/dong areas of the 7 metropolitan cities resulted in areas with relatively high park service needs. This study implies that the central and the local government suggest an alternative index to promote an inclusive urban park policy based on statistical and geographical information and data that can be easily accessed and utilized.

A Study on the Preference on Protein Rich Foods in Kindergarten Children in Gyeong Nam Area (단백질(蛋白質) 급원식품(給源食品)을 기피(忌避)하는 일부(一部) 유치원(幼稚園) 아동(兒童)의 식이형성(食餌形成)과 그 요인(要因))

  • Yoon, Hyun-Sook
    • Journal of Nutrition and Health
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    • v.17 no.1
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    • pp.3-9
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    • 1984
  • Preference on protein rich foods of 103 children, aged 4 to 6, of kindergarten located in Masan Jin-hea, Chang-won cities, was conducted April 25 to May 4, 1983. The results are summarized as follows ; 1) Seventy six percent of the subjects were from families having two three children, without grandmothers in the home About 43% of mother had completed high school, 37% had completed middle school. Mothers' ages ranged from 26 to 50 years, with 57.3% in the 31-40 age bracket. About 63% of the fathers were office and government employees, while 77.6% of mothers were unemployed. 2) Over 50% of the children disliked or refused pork, thick beef soup, liver, soybean, oyster, clam, anchovy, croaker, mackerel, loach, hairtail, porgy, flatfish, a walleye, pollack, a dried walleye pollack, a sciaenoid fish. Taste bad, the characteristic fragrance and lack of experience were the main reasons why the children refused these foods. Over 33% of the children were unexperienced liver, ribs of beef. the small intestine of cattle, a loach, an eel. Over 50% liked milk, egg, dried filefish, sausage, a cattlefish, beef, chicken, a crab, shrimp, bean curd. 3) Most of children hoped that their daily meals should be made in prettier, more sabory, and various ways. Mothers also hoped to have practical knowledge of nutrition and its influence on our body.

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The Effect of Natural Disaster Safety Education on Young Children's Safety Problem-solving Abilities and Eco-friendly Attitudes (자연재해 안전교육이 유아의 안전문제해결사고 및 환경 친화적 태도에 미치는 영향)

  • Lim, Eun Ok;Kim, Ji Eun
    • Korean Journal of Child Education & Care
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    • v.18 no.4
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    • pp.227-245
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    • 2018
  • Objective: In this study, educational activities were organized to emphasize the importance of natural disaster safety education by reflecting the recent rapid increases in natural disasters. The study focused on story-sharing, art, and game activities to effectively conduct natural disaster safety education for four-year-old children, and in doing so, aimed to improve the children's safety problem-solving abilities and eco-friendly attitude. Methods: Based on the types of natural disasters that are handled by the Ministry of Public Administration and Security and the Chungcheongbuk-do Office of Education, earthquakes, yellow dust, heat waves, floods, typhoons, bolts of lighting, fires, snowstorms, and global warming were included as the study's educational contents, and a total 20 sessions of natural disaster safety education activities were planned. For the subjects, 20 four-year-old children at K Kindergarten attached to a school were selected as an experimental group and 20 four-year-old children at N Kindergarten attached to a school were selected as a control group. Both kindergartens were located in C City, Chungcheongbuk-do. The experimental group was instructed to perform the study's education activities, whereas the control group only carried out general activities based on the Nuri Curriculum's subjects of daily life. Results: As a result, the children in the experimental group, who received the natural disaster safety education, improved their safety problem-solving abilities and eco-friendly attitude when compared to those in the control group. This outcome proved that the natural disaster safety education conducted by the present study offers educational activities that can positively affect improvements in children's safety problem-solving abilities and eco-friendly attitude. Conclusion/Implications: Therefore, the present study is likely to provide concrete information to teachers who plan to conduct natural disaster safety education in the actual early childhood education field.