• 한국생활과학회지
• /
• 제5권1호
• /
• pp.1-14
• /
• 1996

The purpose of this study was to examine children's dramatic play and dramatic play themes in the same-age and mixed-age kindergarten classrooms. The subjects were 45 children in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4-and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of children's indoor free-play periods. Four-and five-year-olds in mixed-age classrooms were more likely to engage in group-dramatic play than 4-and 5-year-olds in same-age classrooms. Four-year-olds in mixed-age classrooms were more likely to engage in domestic and family, war/violence, school, animal, and vehicle play themes than 4-year-olds in same-age classrooms. However, 5-year-olds in mixed-age classrooms were more likely to engage in family and school play themes than 5-year-olds in same-age classrooms. 5-year-olds in same-age classrooms were more likely to engage in vehicle and animal play themes than 5-year-olds in mixed-age classrooms. 5-year-olds in same-age classrooms did not differ from 5-year-olds in mixed-age classrooms on the war/violence themes used during dramatic play. In terms of sex differences, boys were more likely to engage in violence, adventure fantage themes than girls. Conversely girls were more likely to engage in family/marriage static play themes than boys.

• 아동학회지
• /
• 제17권1호
• /
• pp.153-171
• /
• 1996

The purpose of this study was to examine children's social-cognitive modes of play in same-age and mixed-age kindergarten classrooms. The subjects were 45 children. in three classrooms of 4-year-olds, 69 children in three classrooms of 5-year-olds, and 60 children in three mixed-age classrooms of 4- and 5-year-olds. Observations were conducted by videotape recordings. Observation periods were of five-minutes duration. There were ten observations of each child's indoor free-play periods. Observational data were collected by the time sampling method with the social cognitive play behavioral checking list based on an adaptation of one devised by Rubin(1985). The data was analyzed by t-test with the SAS computer program. Four- and five-year-olds in mixed-age classrooms were more likely to engage in "complex" modes of play than 4- and 5-year-olds in same-age classrooms. Four-year-olds in same-age classrooms were more likely to engage in solitary-functional, parallel-functional, and group-functional play than 4-year-olds in mixed-age classrooms. However, 4-year-olds in mixed-age classrooms were more likely to engage in group-constructive, group-dramatic, solitary-game, and group-game play than 4-year-olds in same-age classrooms. Five-year-olds in same-age classes were more likely to engage in solitary-functional and parallel-functional play than 5-year-olds in mixed-age classes. Five-year-olds in mixed-age classes were more likely to engage in group-constructive, group-dramatic, and group-game play than their counterparts in same-age settings.

• 한국생활과학회지
• /
• 제10권1호
• /
• pp.15-31
• /
• 2001

The main purpose of this study was to explore the development of knowledge about the appearance-reality distinction and the perspective-taking ability and to examine its relation. The subjects were 104 children, 13 boys and 13 girls each at the age of 3, 4, 5, and 6. The performance of four age groups were compared on illusion appearance-reality, color appearance-reality, perceptual perspective-taking, and cognitive perspective-taking tasks. The data were collected by individual testing and analyzed by the two-way ANOVA with repeated measures, one-way ANOVA and Pearson Correlation Coefficients. The major results were as follows. 1. In children's understanding of the appearance-reality distinction, significant differences were found between 3-year-olds and 4-year-olds, and 5-year-olds and 6-year-olds. While between 4-year-olds and 5-year-olds showed no such differences. Besides, gender did not affect the children's understanding of the appearance-reality distinction. 2. There was significant difference in performance according to the type of tasks. That is 3-year-olds perform better illusion appearance-reality distintion than color appearance- reality distintion, while 4, 5, 6 year old children's performance of color appearance-reality and illusion appearance-reality distinction showed no difference. 3. In children's ability of perceptual perspective-taking, significant difference was found between 3, 4, 5-year-olds and 6-year-old children. And in ability of cognitive and perspective-taking, significant difference was found between 3, 4-year-olds and 6-year-old children. Besides, gender did not affect the children's perceptual and cognitive perspective-taking. 4. The color appearance-reality distinction and perceptual perspective-taking showed significant correlation. That is, the children of high grade for perceptual perspective-taking were better understanding of color appearance-reality distinction.

• 대한가정학회지
• /
• 제43권5호
• /
• pp.221-234
• /
• 2005

This study investigated the emotional inferences depending on the children's age, character's personality traits, and emotional situations. One hundred three subjects (34 3-year-olds, 33 5-year-olds and 36 7-year-olds) were recruited from 3 daycare centers and 1 elementary school. Eight stories, consisting of four personality traits (positive-'active','helpful', negative-'selfish','mean') and two emotional situations (equivocal and unequivocal situation), were presented with three pictures each. The statistical methods adopted for the data analysis were repeated measure ANOVA, and paired t-test. The results showed that the 3-year-olds showed lower scores of emotional inferences than the 5- and 7-year-olds. However, there were no significant differences between the 5- and 7-year-olds. Children showed more personal inferential responses in the negative personality trait and equivocal situation.

• 대한가정학회지
• /
• 제42권4호
• /
• pp.29-43
• /
• 2004

The purpose of the current study was to investigate peer conflict situations and age differences in preschoolers' emotional behavior of happiness, sadness, and anger. Participants were twenty-two 3-year-olds and twenty 5-year-olds, and each pair of the same age interacted in two standardized conflict situations: object possession conflict and behavioural/interpersonal conflict. Participants' emotional behaviors of happiness, sadness, and anger were obsewationally coded through facial expression, verbal intonation, gesture, and physical contact. Preschoolers expressed more sadness and anger emotional behavior in object possession conflict than in behavioural/interpersonal conflict. In object possession conflict, 3-year-olds expressed more anger emotional behavior than 5-year-olds did. In behavioural/interpersonal conflict,5-year-olds expressed more happiness emotional behavior than 3-year-olds did.

• 아동학회지
• /
• 제38권1호
• /
• pp.127-138
• /
• 2017

Objective: This study examined differences in preschoolers' prosocial decision-making, emotion understanding in prosocial dilemmas based on the age and emotional conditions of a counterpart child, and the effects of emotion understanding on preschoolers' prosocial decision-making. Methods: The participants were 114 children (35 3-year-olds, 39 4-year-olds, and 40 5-year-olds). Each child was presented individually with prosocial dilemma tasks and was asked to make decisions and understand emotions (in prosocial and desire-fulfilled situations) based on the emotional conditions of a counterpart child. Results: First, the 4- and 5-year-olds showed more prosocial decision-making in prosocial dilemmas than the 3-year-olds. Prosocial decision-making was significantly lower when the counterpart child was angry, rather than neutral or sadness. Second, in prosocial situations, the 5-year-olds displayed higher positive emotion understanding scores than the 3-year-olds, And in desire-fulfilled situations, the 3-year-olds showed positive emotion understanding, whereas the 4- and 5-year-olds showed negative emotion understanding. Finally, children were more inclined toward prosocial decision-making when they showed higher emotion understanding in prosocial situations, lower emotion understanding in desire-fulfilled situations, and greater age. These were equal to all emotional conditions of the counterpart child. Conclusion: These results suggest that emotion understanding is an important component of social cognition, which effects preschoolers' prosocial decision-making.

• 가정과삶의질연구
• /
• 제31권5호
• /
• pp.97-108
• /
• 2013

The purpose of this study was to investigate what variables have a significant effect on child care center teachers' mathematics teaching efficacy among teachers' individual variables, mathematics activity variables, and teachers' awareness variables, and also whether these results are different for teachers of 0 to 2-year-olds when compared to teachers of 3 to 5-year-olds. The subjects consisted of 438 teachers from child care centers located in D city and K province of Korea. The results of this study were as follows: First, mathematics activity variables had a significant effect on the mathematics teaching efficacy of both teacher groups. Second, teachers' awareness of the environment of mathematics education had a significant influence on the mathematics teaching efficacy of both teacher groups, and for teachers of 0 to 2-year-olds, that influence was the greatest among all of the variables. Third, teachers' awareness of the purpose of mathematics education had a significant effect on the mathematics teaching efficacy of only teachers of 0 to 2-year-olds. Lastly. teachers' awareness of the mathematics education curriculum had a significant influence on the mathematics teaching efficacy of only teachers of 3 to 5-year-olds, and that influence was the greatest. These results were discussed in terms of different types of support for each teacher group to improve the quality of mathematics education.

• 문화기술의 융합
• /
• 제10권5호
• /
• pp.601-608
• /
• 2024

유보통합이 진행중이다. 이에 따라, 0~5세 영유아교육과정 개발이 필요하다. 2024년 6월 유보통합 실행계획안이 발표되었다. 0~5세 영유아교육과정 운영이 제시되었다. 0~2세와 3~5세 교육과정이 내용에서 비슷하며 동일한 기준으로 개발되었기 때문에 합쳐지는 것이 자연스럽다. 교육과정을 합칠 때 교육과정의 내용, 교원 자격, 재정을 함께 고민할 필요가 있다. 0~5세 영유아교육과정이 개발됨에 따라 교원자격도 0~5세 영유아교사로 설정되어야 한다. 연구의 결론은, 먼저, 교육과정을 0~5세 영유아교육과정으로 일원화한다. 다음으로, 0~5세 영유아교육과정을 가르칠 교사들은 0~5세 영유아교사로 양성해야 한다.

• 한국지역사회생활과학회지
• /
• 제23권4호
• /
• pp.447-455
• /
• 2012

The purpose of this study was to investigate children's conception of liquid conservation according to their ages and tasks in the boiling phenomenon The subjects were thirty 4-year-olds, thirty 6-year-olds, and thirty 8-year-olds recruited from two day-care center, one kindergarten, and one elementary school, in Seoul. Statistical methods used for data analysis were frequencies, percentiles, means, standard deviations and repeated measures ANOVA. As the result, there was a significant difference in children's conception of liquid conservation in the boiling of water according to their ages. 8-year-old children showed higher levels of cognition than 4 and 6-year-olds. There was no difference in children's conception of liquid conservation in the boiling of water according to tasks.

• 아동학회지
• /
• 제18권1호
• /
• pp.53-63
• /
• 1997

The purpose of this study was to investigate the relationship between age, internal state information, and narrative structure. Another purpose was to examine how the kinds of replica play and story props affect the theme of children's narratives. The subjects were 36 4-and 5-year-olds. Children's narratives were audiotaped and analyzed accordmg to narrative structure, themes and internal state factors. The results indicated that 5-year-olds showed well organized narrative structure such as a descriptive narrative and a primary plotted narrative whereas 4-year-old presented no response and a descriptive narrative. Also, 5-year-olds used more internal state information in the narratives than 4-year-olds. The replica figures serve to remind the chiidren of story themes: the children with police props presented negative themes while children with playground props showed positive themes.