• 한국보육지원학회지
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• 제3권2호
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• pp.48-67
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• 2007

현장견학은 현장에서 이루어지는 학습으로서 현장에서 얻을 수 있는 생생한 체험은 학교의 강의실 수업에서는 도저히 얻을 수 없는 교육적 가치를 제공한다. 유아교육 기관의 예비교사 지망생들인 유아교육과 재학생들의 현장견학이 유아 교육과 신입생인 1학년 학생들과 교사교육을 1년간 받은 2학년 학생들 간에 자신들의 전공에 대한 견해와 교육적 사고에 어떠한 변화와 도움을 주는지를 비교해 보았다. 그리고 견학을 나가기 전과 견학 후에 교육현장 즉 어린이 집과 유치원에서 이루어지는 교육에 대한 인식과 안목에 어떠한 변화가 있는지를 조사하고 분석하여 현장견학이 단순히 구경하는 차원이 아닌 교육현장의 현실을 직접 체험하여 현장에 대한 이해를 넓힐 수 있으며 직접적인 자료를 얻을 수 있고 관찰을 통한 교육적 경험을 얻을 수 있는 체험학습으로서의 가치를 확인하므로 대안적 교육방법으로서 적극적으로 활용하고 최대한 효율적으로 이루어질 수 있도록 하기 위하여 본 연구를 진행하였다. 연구결과 현장견학이 재학 중인 예비교사들이 현장에 대한 이해를 높이고 자신의 전공에 대한 현실적인 문제를 이해하는데 크게 도움이 된다는 것을 알 수 있었다.

• 한국산학기술학회논문지
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• 제21권12호
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• pp.570-577
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• 2020

본 연구의 목적은 영유아교사의 놀이성, 민감성, 놀이교수효능감 간의 관계를 분석하고 놀이성, 민감성이 놀이교수 효능감에 미치는 영향에 대해 알아보고자 한다. 이를 위하여 본 연구에서는 J도에 소재하고 있는 유치원, 어린이집 18개소에 근무하고 있는 영유아교사 262명을 대상으로 설문 조사를 하였다. 본 연구에 사용된 연구도구는 놀이성 척도, 민감성 척도, 놀이 교수 효능감 척도이며 본 연구에 맞게 수정, 보완하여 사용하였다. 본 연구의 결과를 분석하기 위하여 SPSS 22.0 프로그램을 사용하였으며, 빈도와 백분율, Pearson의 적률상관관계, 중다회귀분석을 통해 자료를 분석하였다. 연구 결과 첫째, 영유아교사의 놀이성, 민감성, 놀이교수 효능감 간에는 정적인 상관관계가 있는 것으로 나타났다. 둘째 영유아교사의 놀이성, 민감성이 놀이교수 효능감에 미치는 영향을 살펴 본 결과 모두 통계적으로 유의한 영향을 미치는 것으로 나타났다. 결론적으로 영유아교사의 놀이성, 민감성, 놀이교수 효능감 간에는 모두 유의미한 상관이 있었으며, 두 변인 모두 유아-교사 상호작용에 영향을 미치는 요인이었으며, 이는 영유아교사가 민감하고 놀이성이 높으면 놀이교수 효능감도 높다라는 것을 확인하였다는 점에서 본 연구의 의의를 찾을 수 있다.

• 한국콘텐츠학회논문지
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• 제21권4호
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• pp.347-358
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• 2021

본 연구는 유아교사의 STEAM에 대한 관심단계와 활용수준을 조사하고 교사 개인의 변인에 따라 관심단계에 차이가 있는가를 알아보고자 하였다. 연구대상은 G시의 유치원과 어린이집의 3-5세를 담당하는 교사 242명이었다. 연구도구는 관심단계설문지(stages of concern questionnaire: SoCQ)이었다. 수집된 자료는 지침서의 백분위수 환산표를 적용하여 상대적 강도로 변환하고 이를 관심단계 프로파일 그래프로 나타내었고 배경변인에 따른 관심단계 차이를 알아보기 위해 t검증과 ANOVA를 실시하였다. 연구결과는 다음과 같다. 첫째, 유아교사의 융합인재교육에 대한 관심단계는 비판적인 비사용자의 프로파일로 확인되었다. 둘째, 유아교사의 융합인재교육에 대한 활용수준은 대부분의 교사가 전혀 실행하지 않거나 2년 이하로 실행하며 스스로를 전혀 활용안하는 사람이거나 초보적인 활용자로 판단하였고, 대부분의 교사가 융합인재교육에 대한 공식적인 교육을 받지 못한 것으로 나타났다. 셋째. 유아교사의 학력, 경력, 현재 실행여부, 예비교사 교육 시 관련교과 수강여부, 향후 실행계획여부에서는 차이가 있는 것으로 나타났고, 유아교사의 전공, 기관유형에서는 차이가 없는 것으로 나타났다. 이러한 결과를 바탕으로 STEAM에 대한 유아교사의 관심단계를 전환시키고 활용수준을 증진시키기 위한 지원방안을 제언하였다.

• 한국생활과학회지
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• 제14권3호
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• pp.387-399
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• 2005

The purpose of this study is to investigate the differences of early childhood teachers' job satisfaction and burnout by variables and to analyze the relationship between the two subject matters. Then this study will serve to improve overall quality of early childhood education through fair comprehension about them. We surveyed 333 teachers in total, 171 public/private kindergarten teachers and 162 preschool teachers. A questionnaire by ECJSS of Jord-Bloom(1989) and Fleischer(1985) was used to measure the degree of job satisfaction, along with the version MBI(Maslach Burnout Inventory) by Maslach and Jackson(1981), adjusted by An, youngkil(I992) and Seo, jiyoung(2002), to check the degree of burnout. It was found that job satisfaction was higher among the surveyees of old age or with more education/less working hours. Small salaries, however, was one of the causes of low job satisfaction. Emotional burnout was shown in the surveyees of old age or with good education/career records. On the other hand, exhaustion from a lack of accomplishment was shown in single, young and low paid teachers. Thus, burnout and job satisfaction had a highly negative coefficient of correlation, meaning that job satisfaction gets high when burnout gets low.

• International Journal of Advanced Culture Technology
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• 제8권3호
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• pp.159-165
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• 2020

The purpose of this study is to consider the home environment and awareness of elementary school students in the first grade of elementary school, and to find ways to support them. Participants were 31 1st graders in elementary schools nationwide. Data collection was conducted from June 6, 2017 to July 7, 2017. The focus group interview was used as a data collection method for this study. Results were analyzed as 'The Changing family environment that first graders think' and 'First graders' awareness of elementary school'. 'The Changing family environment that first graders think' include 'Changes in language used by parents', 'Changes in how parents and families live', and 'What to do after school'. 'First graders' awareness of elementary school' was analyzed as 'Awareness of Elementary school life', 'Awareness of peers', 'Awareness of homeroom teacher', and 'Awareness of learning'. As the conclusion of this study, we suggest that because the children have more free time than attending kindergarten, they need quality programs and support plans to support their first grade primary adjustment. Also, we propose a common problem facing first-year students: the difficulty of adjusting to study and support for how to study in an easier way.

• 한국보육지원학회지
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• 제16권5호
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• pp.201-218
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• 2020

Objective: The purpose of this study was to investigate the influence of experiences in close relationships with teachers for young children on their depression and to see whether there would be a mediating effect of their self-compassion. Methods: The subjects were 206 teachers recruited from Seoul and five different provinces who currently worked at the kindergarten and child care centers and agreed to participate in the survey. The data were analyzed by means of frequency, percentages, Cronbach's reliability coefficient and Pearson's correlation using SPSS 25.0 and model 4 provided in The PROCESS macro for SPSS 3.4 version. Results: The findings were as followed. First, the teachers' degrees of anxiety and avoidance for their close relationships were below the median scores. In contrast their degree of self-compassion was above the median score. In addition, their level of depression was relatively low. Second, both of the teachers' anxiety and avoidance for their close relationships had a positive impact on their depression and their self-compassion, and there were the partial mediating effect in both cases. Conclusion/Implications: These results imply that the early attachment experience connecting the experience in close relationships in the adulthood is important and that it is necessary to develop a program to enhance teachers' self-compassion to protect their psychological well-being.

• 한국치위생학회지
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• 제14권1호
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• pp.17-24
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• 2014

Objectives : The purpose of this study was to investigate cognition on oral health education and dental caries preventive effect in kindergartens and child care facilities. Methods : A self-reported questionnaire was completed by 260 teachers in kindergartens and nursery facility in Daejeon from January to February, 2013. Except incomplete answers, 248 questionnaires were analyzed by using the statistical package SPSS WIN 18.0. Results : High intention to participate in oral health education was shown in the teachers who experienced the oral health education. Dental caries preventive effect included correct tooth brushing, fluoride dentifrice, fluoride mouth rinse, and use of xylitol. The teachers agreed that the fluoride mouth rinses would help good oral health in the children. Conclusions : Teachers in kindergartens and nursery facility are the most important persons in childhood oral health care. So it is necessary to provide the continuing standardized education for the teachers systematically.

• 한국컴퓨터정보학회논문지
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• 제20권11호
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• pp.97-104
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• 2015

In this study, the investigator distributed total 100 questionnaires by childcare center teachers in final analysis. The purposes of the study were to examine teachers' perceptions of early childhood music education provided by childcare centers or kindergartens and also the difficulties they experienced with the instruction of early childhood music education and thus provide basic data to develop an educational program for early childhood teachers and search for a direction in early childhood music education in the field of education. The findings were summarized as follows: Both kindergarten and childcare center teachers showed a high perception level of need for and importance of early childhood music education. The teachers thought that early childhood music education facilitated the development of young children across all areas and promoted their pleasure and expressive abilities. Providing music education, the teachers faced difficulties due to the lack of musical knowledge, basic musical skills, and experiences with and confidence in musical activities. They also felt a need for teacher education.

• 한국보육지원학회지
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• 제15권3호
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• pp.61-81
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• 2019

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspectivetaking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children's selfregulation and perspective-taking abilities.

• 한국보육지원학회지
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• 제20권1호
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• pp.91-111
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• 2024

Objective: The purpose of this study is to explore trends in institutional evaluation research in early childhood education through keyword network analysis. This aims to understand trends in academic discourse on institutional evaluation and gain implications for follow-up research and related policy directions. Methods: A total of 6,629 keywords were extracted from 572 dissertations and journal articles published from January 2006 to October 2023 for the purpose of analyzing and visualizing the frequency and centrality of keywords, as well as the structural properties of keyword networks. The analysis and visualization were conducted using the TEXTOM, UCINET6, and NetDraw programs. Results: First, the number of institutional evaluation studies increased steadily from 2006 to 2010 and then decreased, with a higher frequency of studies on daycare centers compared to kindergartens. Second, the most frequently occurring keyword in the analysis was 'daycare center,' and the highest connection strength was found in the term 'daycare-center-evaluation.' Third, network analysis revealed that key terms for institutional evaluation research included 'evaluation certification,' 'recognition,' 'evaluation indicators,' 'teacher,' 'daycare center,' and 'kindergarten.' In the ego network analysis for each institution, 'parent' emerged as a highly ranked keyword. Conclusion/Implications: This study confirmed the perspectives of previous studies by revealing the structure of core concepts in early childhood education institution evaluation research, and provided implications for follow-up and direction of institution evaluation