• 아동학회지
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• 제37권4호
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• pp.57-67
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• 2016

Objective: This study examined the relations between maternal meta-emotion philosophy, child interpersonal problem solving, and peer competence among children aged 4-5 and their mothers and teachers. Methods: A total of 54 children from 24 kindergartens were assessed on their interpersonal problem solving and peer competence. Their mothers reported on meta-emotion philosophy. Their teachers were assessed on child peer competence. Results: The major findings of this study were as follows. First, maternal meta-emotion philosophy, child interpersonal problem solving, and child peer competence showed positive correlation patterns. Second, child interpersonal problem solving and peer competence was found to be influenced by maternal child-directed meta-emotion philosophy but not by maternal self-directed meta-emotion philosophy. Conclusion: Findings highlight the importance of maternal meta-emotion philosophy and that their emotion socialization play a significant role in identifying the mechanisms leading to child social cognitive ability and social adjustment. Furthermore, these results could lead to important basic studies in developing parent/teacher education programs.

• 문화기술의 융합
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• 제5권4호
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• pp.321-328
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• 2019

본 연구는 어린이집 교사의 심리적 안녕감과 회복탄력성 간의 관계를 알아보고자 하는데 목적이 있다. 연구대상은 G시에 근무하는 어린이집 교사 264명을 대상으로 설문조사를 하였으며 SPSS 21.0프로그램을 사용하여 분석하였다. 연구결과, 어린이집 교사의 심리적 안녕감은 평균 수준으로 나타났으며, 회복탄력성은 평균 이상 수준으로 나타났다. 다음으로, 어린이집 교사의 심리적 안녕감과 회복탄력성 간의 관계는 유의한 정적상관관계가 있었으며, 심리적 안녕감과 회복탄력성의 모든 하위영역들 간에 유의한 상관이 있는 것으로 나타났다. 따라서 어린이집 교사의 심리적 안녕감과 회복탄력성을 증진할 다양한 방안마련과 지원을 통해 교사의 삶의 질을 높임과 아울러 교육의 질을 향상할 수 있도록 해야 할 것이다.

• 가정과삶의질연구
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• 제26권6호
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• pp.95-105
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• 2008

This study examined the mediation effect of life satisfaction between social support and loneliness. The subjects were two hundred and eighty fifth grade elementary school and second grade middle school adolescents in Seoul. The instruments used were questionnaires about loneliness and other factors relevant to loneliness. Social support factors existing in an adolescent's external environment include the support of parents, peers, and teachers. And life satisfaction as a psychological characteristic was concerned with the adolescent's sense of self, school life, home environment, and family relations. Data were analyzed by using the t-test, Pearson's correlation and regression. Major findings were as follows: (1) There were significant differences in parent and teacher support, satisfaction with school life, home environment, and family relations between early adolescents and mid adolescents. (2) Parental, peer, and teacher support, contentment with oneself, school life, home environment, and family relations were negatively related to the fifth-grade early adolescent's loneliness. Peer support and contentment with oneself, school life, and home environment were negatively related to the second-grade middle adolescent's loneliness. (3) Life satisfaction had a mediation effect between peer, parental, and teacher support and loneliness in fifth grade early adolescence. Whole life satisfaction had a mediation effect between only peer support and loneliness.

• 아동학회지
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• 제18권1호
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• pp.143-162
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• 1997

This qualitative study explores the development of young Korean children's reading stances and responses to children's books and discusses their literacy development in relation to school reading experiences. Rosenblatt's theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher's reading stances in the official school world are analyzed and their relationships to children's stances and responses are discussed. The teacher's efferent stance encouraged her children's responses to he efferent as well. It also influenced children's assumptions and expectations about the teacher's reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children's own interests and intentions during free play time are described in order to understand children's reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed In terms of their implications for classroom practice and literacy research.

• 한국보육지원학회지
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• 제14권6호
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• pp.205-218
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• 2018

Objective: The purpose of this study is to explore and analyze the way pre-service early childhood teachers think about teacher happiness through metaphor analysis. Methods: A total of 225 pre-service teachers were selected from 4-year universities in the Gyeongnam area and open questionnaires were distributed to the participants. A total of 207 out of the 225 questionnaires were selected for the study. Results: First, based on psychological well-being, positive interpersonal relationship, self-acceptance, autonomy, environmental control, and life purpose were derived. Pre-service early childhood teachers typified teacher happiness into five types: positive interpersonal relationships, self-acceptance, autonomy, environmental control, and life purpose. Second, pre-service early childhood teachers perceived teacher happiness as positive. Third, pre-service early childhood teachers perceived interpersonal relationships, self-acceptance, and purpose of life as positive, while environmental control and autonomy were perceived as negative. Conclusion/Implications: The results of this study suggest that it is necessary to improve the quality of teachers' education and to develop a program to raise positive awareness of future early childhood teachers. These study results can also be used as basic data for high quality teacher education.

• 한국보육지원학회지
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• 제9권1호
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• pp.221-239
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• 2013

본 연구는 어린이집에 근무하고 있는 보육교사들이 동료교사와의 관계 속에서 어떠한 갈등을 경험하고 있는지 그리고 갈등상황에서 어떻게 대응하고 있는지 심층면담을 통하여 알아봄으로써, 동료교사와의 갈등을 원만히 해결하기 위한 시사점을 제공하고자 하였다. 보육교사로 재직 중인 교사5명을 연구대상으로 하였고, 면담은 2011년 9월 7일부터 2011년 10월 4일까지 각각 3~4회 이루어졌다. 수집된 자료를 분석한 결과 보육교사는 동료교사와의 관계 속에서 경력에 따른 위계질서, 미흡한 사회적 관계 맺기 기술, 개인이 가진 가치관 및 교육관의 차이, 비지원적인 동료교사관계 등으로 인하여 어려움을 겪고 있었다. 이러한 갈등상황 속에서 교사개인의 판단 및 관계 개선에 대한 의지에 따라 동료교사와의 관계에 긍정적 또는 부정적인 영향을 미치는 것으로 나타났다. 이처럼 동료교사와의 관계 속에서 다양한 갈등을 경험하고 있었으며, 갈등 및 대응과정을 통해서 교사관계의 중요성을 인식하고 있었다.

• 한국보육지원학회지
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• 제10권1호
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• pp.43-58
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• 2014

이 연구는 보육교사의 교사적성, 과학태도가 과학교수효능감에 미치는 영향을 알아보기 위하여 실시되었다. 연구대상은 어린이집 교사 297명이었으며 Science Teaching Efficacy Belief Instruments, Inventory of Science Attitudes, 보육교사적성 도구를 사용하여 연구자료를 평가하였다. 수집된 자료는 Pearson의 적률 상관계수와 단계적 회귀분석을 통해 분석하였다. 주요 연구결과는 다음과 같다. 첫째, 먼저 보육교사의 적성은 과학교수 개인효능감, 과학교수 결과기대감, 과학교수효능감과 정적인 상관관계가 있었다. 둘째, 과학태도 중 과학에 대한 흥미와 과학의 사회적 가치는 과학교수 개인효능감, 과학교수 결과기대감, 과학교수효능감과 정적인 상관관계가 있었다. 그러나 과학과 과학자에 대한 인식 자체는 과학교수 개인효능감과 유의미한 상관을 보이지 않았다. 마지막으로 과학교수효능감에 영향을 미치는 보육교사적성과 과학태도를 살펴본 결과, 과학교수 개인효능감에 대해 과학에 대한 흥미와 긍정적 정서가 영향을 미치고, 과학교수 결과기대감에 대해서는 과학의 사회적 가치, 과학과 과학자에 대한 인식, 대인관계능력이 영향을 미쳤으며, 과학교수효능감에 대해서는 과학에 대한 흥미, 과학의 사회적 가치, 긍정적 정서, 대인관계능력이 영향을 미치는 것으로 나타났다. 이러한 결과가 보육교사의 과학교수효능감을 증가시켜 영유아교육 현장에서 바람직한 과학교수가 이루어질 수 있도록 하는데 기초적 자료로 활용될 수 있으리라 기대해 본다.

• 한국생활과학회지
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• 제23권1호
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• pp.15-29
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• 2014

The purposes of this study were to explore the effect of mother-child emotional availability on preschooler's preschool adjustment and mediating effect of preschooler's effortful control on the relationship between mother child emotional availability and preschooler's preschool adjustment. 222 preschoolers(110 boys, 112 girls, aged 5) and their mothers participated in this study. Mother child emotional availability was assessed by Emotional Availability Scale(Biringen, et al., 1998). Preschooler's effortful control was measured by the Child Behavior Questionnaire(Rothbart, et al., 1994). Preschooler's school adjustment was measured by Teacher Rating Scale of School Adjustment: TRSSA(Buhs & Ladd, 2001). Data were analyzed using descriptive statistics, correlations, and structural equation modeling analysis. The major results of this study were as follows; First, Mother-child emotional availability effected on preschooler's preschool adjustment. Second, Mother-child emotional availability effected on preschooler's effortful control. Third, Preschooler's effortful control effected on preschooler's preschool adjustment. Forth, preschooler's effortful control mediated the effect of mother-child emotional availability on preschooler's preschool adjustment. That was, the more mother-child were emotionally available to each other, the more preschooler's effortfully control their attention and behavior, which in turn contributed to preschooler's preschool adjustment. In conclusion, mother-child emotional availability affect on preschooler's preschool adjustment and preschoolers control mediates the relationship between mother-child emotional availability and preschool adjustment.

• 한국생활과학회지
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• 제21권2호
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• pp.197-211
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• 2012

This purpose of this study was to explore the meaning and significance of experiences encountered by preservice teachers' during their observational practicum at day care centers. This study involved one cohort of 32 junior students who were majoring in early childhood education at a 4-year university. Data was analyzed using qualitative research methodology. The findings were as follows: 1) the meaning and significance of students'experiences related to observing children was to develop a trusting relationship with children and a cooperative relationship with teachers in an unfamiliar context. 2) the meaning and significance of students'experiences in observing children was to understand the children and their circumstance. 3) the meaning and significance of students'experience in observing children was to understand the importance of listening in child-teacher spoken interaction.

• 한국보육지원학회지
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• 제14권5호
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• pp.47-64
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• 2018

Objective: This study investigated how early childhood teachers'creativity and teaching flow was associated with their job satisfaction and examined the mediating effect of teaching flow. Methods: Participants were 222 early childhood teachers in Seoul. Descriptive statistics for all study variables were computed. To examine the hypothesized model and the alternative model structural equation modeling (SEM) was used. Results: The results revealed that early childhood teachers'creativity and teaching flow were positively associated with their job satisfaction. Early childhood teachers'creativity had an influence on their teaching flow, however, it didn't have a direct affect on their job satisfaction. Early childhood teachers' teaching flow had an affect on their job satisfaction. Additionally, early childhood teachers'teaching flow mediated the effects of teachers' creativity on their job satisfaction. Conclusion/Implications: In conclusion, early childhood teachers'teaching flow was a key predictor in the relationship between teachers' creativity and job satisfaction. This study provides guidelines for interventions aimed at increasing the job satisfaction of early childhood teachers.