• Journal of Music and Human Behavior
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• v.5 no.2
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• pp.1-15
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• 2008

Arts Therapy Education is an area under major arts therapy field which focuses on the children in school setting who has emotional, behavioral problem, and the need of it has been increasing as for after-school programs. The study purports to delineate arts therapy education by identifying the elements that differentiate from the major arts therapy approaches, respectively. Arts therapy education is an integrated approach which focuses on primarily alleviating children's emotional problem through therapeutic experiences of arts, and then secondarily helping them to actualize their potentials in learning and achieve educational outcomes. It is also examined that arts therapists working in school setting who need to acquire knowledge in education related theories and further be able to work with emotional, psychological issues from ecological factors. Also it is needed to seek efficient strategies to promote professionality of arts therapy education.

• Journal of The Korea Institute of Healthcare Architecture
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• v.21 no.2
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• pp.25-33
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• 2015

Purpose: This study is to suggest a direction for comprehensive planning of educational environment in which children's cognitive development and emotional needs are achieved in childcare facilities. The importance of educational environment in childcare facilities has increased since it was discovered that high quality educational environment can not be guaranteed in current childcare facilities while the number of women participating in labor force, hence the number of children spending most of their time in these facilities is rapidly increasing. Methods: Correlation analysis on Reggio Emilia Approach to education environment and Max Luscher's psychological healing theory, and case study. Results: The result of the correlation analysis, the 4 key elements of educational environment and the 4 emotional status have significant relationship. Based on the elements of educational environment in Reggio Emilia Approach, case studies were pursued in 3 different childcare facilities in Korea. Implications: Evaluation of these case studies addresses the important elements to be considered in comprehensive planning of the educational environment in childcare facilities.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.1205-1208
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• 2010

본 연구는 초등학교 5, 6학년 학생의 인터넷 중독과 학교생활 적응과의 관계를 파악하여 인터넷 사용에 대한 교육적 지도방안과 인터넷 중독 예방프로그램 개발의 기초 자료를 제공하고자 시도되었다. 자료는 2009년 7월 1일에서 7월 24일까지 제주특별자치도에 위치한 초등학교 6개교(동지역 4개교, 읍지역 2개교)를 무작위 추출하여 5, 6학년 학생 총 1195명을 대상으로 조사하였다. 자료 분석은 SPSSWIN(12.0 한글판) 프로그램을 이용하여 카이제곱검정, t-검정, 일원배치 분산분석, 상관분석, 다중회귀분석의 통계적 방법을 이용하였다. 본 연구의 주요 결과는 첫째, 대상자의 인터넷 중독 정도는 고위험군 55명(5.5%), 잠재적위험군 49명 (4.9%), 정상군 900명(89.6%)으로 나타났으며, 둘째, 대상자의 일반적 특성에 따른 인터넷 중독 정도를 분석한 결과 성별, 형제자매 유무, 학교성적에 따라 유의한 차이가 있었다. 셋째, 대상자의 컴퓨터 사용 특성에 따른 인터넷 중독 정도는 최초 인터넷 이용 시기, 인터넷 이용용도, 하루 인터넷 사용 시간, 부모컴퓨터 사용 여부에 따라 유의한 차이가 있었으며, 넷째, 인터넷 중독과 학교생활 적응과의 관계를 분석한 결과 학교생활 부적응인 경우는 '고위험군' 32명(58.2%), '잠재적위험군' 24명(50.0%), '정상군' 257명 (28.7%)으로 고위험군과 잠재적위험군이 정상군보다 학교생활 적응 정도가 낮은 것으로 조사되었다(p<0.01). 다섯째, 인터넷 중독에 유의한 영향을 주는 변수는 학교생활 적응 정도, 성별, 하루 인터넷 사용시간, 인터넷 이용용도, 인터넷 이용 상황, 어머니 직장 유무, 거주 지역, 부모 컴퓨터 사용여부, 최초 인터넷 이용시기이었다. 학교생활 적응 정도가 낮을 때, 남학생, 하루 인터넷 사용시간이 3시간 이상, 인터넷 이용 용도가 '게임', '스트레스가 쌓였을 때' 인터넷을 이용하는 경우, 어머니 직장이 있는 경우, 거주 지역이 동지역, 부모님이 컴퓨터를 사용할 줄 모르는 경우, 최초 인터넷 이용 시기가 취학 전인 경우가 인터넷 중독 점수가 높은 것으로 나타났다. 여섯째, 학교생활 적응에 유의한 영향을 주는 변수는 인터넷 중독 점수, 학교성적, 가정경제수준, 거주지역, 인터넷 이용용도, 학년이었다. 인터넷 중독 점수가 낮을수록, 학교성적이 높을수록, 가정경제수준이 잘 살수록, 거주지역이 동지역, 인터넷 이용용도가 '정보검색, 홈페이지관리/메신저', 5학년인 경우에 학교생활 적응을 더 잘하고 있는 것으로 나타났다. 이상의 결과를 종합해 보면, 학교생활 적응 정도가 낮을수록 인터넷 중독 점수가 높게 나타나고 있고, 인터넷 중독 경향이 높을수록 학교생활 적응 수준이 낮게 나타나고 있음을 알 수 있다. 아동들은 하루중 대부분의 시간을 학교에서 생활하고 있기 때문에 학교생활 적응은 아동들이 건전한 성인으로 성장하는데 중요한 요인이 된다. 또한, 인터넷사용률 증가와 최초 인터넷 이용 연령층이 점점 낮아지고 있음에 따라 인터넷 중독률이 자연스럽게 점점 높아질 것으로 예측되어진다. 따라서, 가정과 학교가 연계하여 아동들의 인터넷 사용에 대한 지속적인 관심과 지도가 필요하며, 인터넷 중독경향이 높은 아동들이 학교생활 적응을 잘할 수 있도록 인터넷 중독 치료 및 예방교육 프로그램 운영이 필요하다 하겠다.

• Journal of Christian Education in Korea
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• v.76
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• pp.27-49
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• 2023

Purpose of study: The purpose of this paper is to gain insight into the alternative possibility of Christian children's education overcoming the current church school paradigm namely schooling system by examining the characteristics and the direction of children's spiritual education. Research content and method: This paper is a review of the characteristics of children's spiritual education and ways to embody those characteristics. Therefore, it consists of two parts: the characteristics of children's spiritual education and the search for ways to embody those characteristics. First, children's spiritual education is a "formative" model that aims to form children's spirituality based on children's spirituality research that views children as 'spiritual beings.' This model specifically has three core orientations: 'experience', 'meeting God', and 'immersion'. In other words, children's spiritual education pursues 'experience rather than knowledge', pursues the experience of meeting God in the second person rather than teaching third-person knowledge about God, and values the spiritual moment of immersion more than anything else. Second, it searches for specific ways and methods through which those three core goals could be implemented, and found that they were 'sense,' 'liturgy,' and 'story.' The sense becomes a path that evokes experience, the liturgy becomes a place for 'meeting God,' and 'story' becomes a key path to 'immersion.' And when the three are organically combined with each other, the goals pursued by children's spiritual education can be holistically converged. Conclusions and Suggestions: Through these considerations, it found that the core values and direction of education are consistently maintained in children's spiritual education, from children's understanding to education methods. It also figured out that the direction should be shared not only by children's spiritual education but also by all who pursue holistic faith education: 'what to experience' rather than 'what to teach', 'liturgy' rather than 'teaching', 'story' rather than 'explanation', and 'sensory' experiences rather than 'abstract' knowledge.

• Journal of Music and Human Behavior
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• v.3 no.1
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• pp.29-62
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• 2006

The early development of an infant is crucial due to the enormous impact it has throughout an infant's life. Therefore, it is important to understand the development process of an infant and provide a high-quality educational environment so that an infant can progress at an innate pace to learn how to exercise, understand, speak, socialize, and empathize as well as having a balanced growth. When educating an infant, joy is a substantial factor in the formation of trust and development of relationship that makes education efficient. Music can be an effective means to offer a fun atmosphere vto the infant in which it stimulates active participation of the infant and development of a variety of dimensions to the infant's development. Also, the purpose of music therapy education is utilizes to plan for the different age groups' level of understanding of music and allow the infant to have a positive experience and develop properly. The purposes of this study are as following: to examine characteristics according to an infant' developmental steps thoroughly, to suggest interventions using music therapy education to stimulate development of an infant, to prove that infants age 3 to 6 obtain the necessary ability and skill through the effective educational therapy through music, and finally to create a music program for educating infants or music therapy. This study has examined theories of the music approach targeting infants age 3 to 6 and made character observations of infant' Motor, Cognition, Communication, Socialization, and Emotions. With the basis of the above theory, the different levels of development has been divided, specific goals has been set up according to the levels, and various music therapy education for infants have been created. The music therapy education activity has been approved by five professionals who are renown in their specific field. They made comments that the development levels were properly divided in the paper. They also commented that the music program is adequate for achieving the goal of each developmental level and it stimulates the different levels of an infant's development. In conclusion, the study reflects that the approach of music therapy education stimulates the different levels of infant development. Music therapists can utilize this music program to help handicapped children identify characteristics of progress and develop at their own ability.

• Journal of KIISE:Computing Practices and Letters
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• v.16 no.2
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• pp.135-143
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• 2010

In this paper, we propose a computerized psychological test system for art therapy. The proposed system with the computerized devices can measure various information, such as colors, characters of lines, pen pressure, size of objects, position of objects, and so on, from the drawn pictures by the child. The measured information can be analyzed to extract more meaningful information about the child and to provide more effective remedial information for art therapy. Art therapy essentially has a potential drawback that the results of test can be influenced by therapist's subjectivity. The results can be different from the method of gathering information, the method of analysis, the interpretation of analyzed data, and even the therapist's academic backgrounds. Therefore, in this paper, we focus on what information needs to be measured and how to measure the data from drawn pictures and propose a computerized psychological test system for art therapy. The proposed system can measure and analyze various information from the drawn picture by the child. Since the proposed system can provide valuable psychological information of child in the form of quantitative data, it can be exploited as a new method for art therapy.

• Journal of Christian Education in Korea
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• v.68
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• pp.77-112
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• 2021

This study is based on the research of the first year, which is the National Research Foundation of Korea's R&D subject for middle-grade researchers. In this study, the practical curriculum development of the education for love - an according to the psychoanalytic perspectives of F. Dolto(1908-1988) - is suggested as follows. The first is 'the reconstruction of the directions of curriculum and its specific aims in accordance with such directions.' The reconstruction of the directions of curriculum aims at leading our future generation to live as a subject of desire through the mutual-communication of love. The second is 'the reconstruction of the tasks of curriculum and its specific contents in accordance with such tasks.' The reconstruction of the tasks of curriculum pursuit to help our future generation through the converting the education for love into the paradigm of desire of Agape to live as a subject of desire forming a whole personality and practicing the desire of Agape in daily life. as a source of desire. According to these aims, the reconstruction of directions of curriculum are presented as following: firstly, 'curriculum for the mutual-communication between subjects of love' and secondly, 'curriculum for the subject of desire'. The reconstruction of tasks of curriculum are like these: firstly, 'converting the education for love into the paradigm of desire of Agape', and secondly, 'forming a whole personality through the education for love'. Thus, with respect to two specific aims in accordance with the reconstruction of directions are suggested like these: Firstly, 'constructing a subject as a speaking existence' and secondly, 'realizing the subject as the autonomous source of desire'. In the two specific contents in accordance with the reconstruction of tasks are presented as following: Firstly, 'realizing the truth of the desire of Agape'.' Secondly, 'practicing the desire of Agape in daily life.' The third is 'the reconstruction of curriculum by life cycle' are suggested. They include the fetal life, infants and preschool children life, and childhood life. In further study, it is required to contain adolescent period. It will be useful to help them to recover their self-esteem with the experience of true love, especially, out-of-school young generation overcome negative perspectives and prejudice in the society, and challenges to their dreams and future through proper utilization of the study outcome. The outcome of this study, which presented practical curriculum development of the education for love based on the understanding of psychoanalytic 'desire of subject' can be used as basic teaching materials for our future generations. Furthermore, the results can be used as a resource for educating ministers and lay leaders in the religious world to build capabilities to heal their inner side as well as the society that is tainted with various forms of conflict. These include general conflicts, anger, pleasure and addiction, depression and suicide, violence and murder, etc. The study outcome can contribute to the prevention of antisocial incidents against humanity that have recently been occurring in our free-semester system implemented in all middle schools across the country to be operated effectively. For example, it is possible to provide the study results as lecture and teaching materials for 'character camp' (self-examination and self-esteem improvement training) and 'family healing camp' (solution of a communication gap between family members and love communication training), which help students participate in field trip activities and career exploration activities voluntarily, independently, and creatively. Ultimately, it can visibly present the convergent research performance by providing the study outcome as preliminary data for the development of lecture videos and materials including infant care and preschool education, parental education, family consultation education, and holistic healing education. Support from the religious world, including the central government and local governments, are urgently required in order for such educational possibilities to be fulfilled both in the society and the fields of church education and to be actively linked to follow-up studies.