• 한국생활과학회지
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• 제10권2호
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• pp.141-151
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• 2001

The purpose of this study was to investigate impact mother's personality and children's educational experience on children's intelligence. Subjects were 90 children and their mothers in Daejeon, Korea. The main results of this study were as follows; First, there were significant differences between the children's intelligence and mother's educational level and family income. Second, there were significant difference between children's intelligence and mother's personality. Third, there was significant difference between children's intelligence and children's early educational experience. Fourth, the influenced variables on children's intelligence were mother's educational level, early educational experience, and educational experience with parent and child at home.

• 로봇학회논문지
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• 제10권2호
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• pp.70-78
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• 2015

The purpose of this study was to investigate how young children recognize the image of robots, and how they understand the relationship between themselves and robots based on school experience. 20 children from kindergarten A had no direct experience with educational robots, whereas 20 children from kindergarten B had experience in using educational robots in their classroom. Total 40 children from age group 5 class participated in this study. We collected data using interview and drawing test. The findings of the study are as follows: First, participating children recognized robots as having both the character of a machine and a human. But children with previous robot experience provided description of robots as a machine-tool. Both groups were not able to explain the structure of robots in details. Second, participating children understood that they can develop a range of social relationships with robots, including simple help to family replacement. There were mixed views on robots among the children with previous experience, but children with no experience described robots as taking the role of peers or family members. These findings could contribute to the development of robots and related programs in the field of early childhood education.

• 한국산학기술학회논문지
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• 제16권8호
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• pp.5189-5197
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• 2015

본 연구는 숲 체험활동에 대한 유아 교사들의 인식 및 요구도를 연구하였다. 연구 대상은 대전광역시에 소재한 유치원과 어린이집 교사170명을 대상으로 하였으며, 통계처리는 데이터 코딩(data coding)과 데이터 클리닝(data cleaning) 과정을 거쳐, SPSS(Statistical Package for Social Science) v. 18.0 통계 패키지 프로그램을 이용하여 분석하고, 조사대상자의 일반적 현황은 빈도분석을, 숲 체험 활동에 대한 인식과 요구도는 빈도분석 및 분산분석과 요인분석을 실시하였다. 연구결과 교사들의 숲 체험활동에 대한 교육적 효과가 긍정적인 것으로 나타났으며 특히 숲 체험 활동에 대한 인식 및 요구에서 숲 체험교육의 중요성에 대한 교육 프로그램의 적극적인 추천과 권장할 것을 인식하는 것으로 나타났다. 이는 숲 체험 교육의 중요성과 유아교사들의 인식이 유아의 자연과 상호작용하면서 그 안에서 인간과 자연과 공존의 중요성을 깨닫고 공동체 의식을 함양하는 데 숲 체험 교육이 그만큼 중요하고 유용함을 시사한 것이라 할 수 있다.

• 한국생활과학회지
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• 제18권3호
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• pp.583-595
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• 2009

The study was to see if the perceptions of pre-service kindergarten teacher toward the education of children's fundamental habit would show different characteristics based on their school type, education learning experience, and practicum experience. Subjects were 200 students majoring in early childhood education who were attending 3-year colleges and 4-year universities in Jellabuk-do and Daejeon. Preceding researches were referenced to develop questionnaire for the research method. The collected data was analyzed through t-test and Chi-square test. The followings are results: First, the interest in education showed significant difference in school type, but not significant difference in education learning experience and practicum experience. Second, the recognition in educational goal showed significant difference in practicum experience, but not significant difference in school type and education learning experience. the educational content showed significant difference in education learning experience, but not in school type and practicum experience. the recognition in educational principal showed significant difference in school type, but not significant difference in education learning experience and practicum experience. the recognition in educational method showed no significant difference in school type, education learning experience and practicum experience. Third, the recognition in educational hardship toward teaching showed significant difference in school type, education learning experience and practicum experience. The results of study would provide the righteous cognitive establishment of children's fundamental habit education and serve the appropriate guidelines being professor for our perspective kindergarten teachers. Also, they would be utilized as basic information to plan the direction of children's fundamental habit education to develop the program of children's life guidance.

• 한국산학기술학회논문지
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• 제20권5호
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• pp.334-342
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• 2019

본 연구는 자녀의 숲체험 활동에 따른 학부모의 인식이 교육적 효과에 미치는 영향력을 밝히는데 목적을 갖고 실증 분석하였는데 그 결과를 보면 다음과 같다. 첫째, 숲체험 운영활동에 관한 부모의 인식에 따른 교육효과의 차이에 있어 숲체험 교육에 참여한 기간에 따라 교육효과는 유의한 결과를 나타냈고, 숲체험을 지원하는 교사의 수가 적절하다고 생각하는지 부모의 인식에 따른 교육효과도 유의한 것으로 나타났다. 둘째, 현어린이집이 미세먼지가 많은 날과 날씨가 안좋은 날을 제외하고 매일 숲체험에 참여에대해 적당하다고 생각하는지에 따라 교육효과는 유의하게 나타났고, 숲체험 장소에 따라 교육효과의 차이도 유의한 것으로 나타났다. 셋째, 하루동안 숲체험 활동하는 시간에 따른 교육효과도 유의한 것으로 나타났다. 넷째, 숲체험 활동에 관한 부모의 인식에 따른 소통의 차이에 유의한 차이가 있음을 나타냈다. 이상의 결과를 종합해보면 유아의 숲체험 활동 전반에 대한 부모의 인식에 따라서 교육효과와 소통에 차이가 있음을 의미하며, 이는 실외야외활동에 따른 인솔 교사의 수와 미세먼지에 따른 날씨와의 연관성 및 숲체험 장소와 교육소요시간 등에서 교육적 효과에 따른 인식의 차이가 다름은 이들의 공통된 관심사항으로 유아들의 안전한 교육활동과 연관되어 있음을 시사한 것으로 평가할 수 있다.

• 융합정보논문지
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• 제11권2호
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• pp.219-228
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• 2021

본 연구는 스토리텔링을 활용한 유아수학교육에서의 유아교사들 간 그리고 연구자와의 협력적 관계로 이루어진 교육공동체 참여 경험을 살펴보고, 그 경험의 의미에 대해 알아보고자 하였다. 이를 위해 부산 소재 유치원 교사 3명과 연구자가 2016년 3월 14일 교육공동체의 형성으로 시작되어 2016년 7월 26일까지 진행되었으며, 교육공동체 모임 토의전사자료, 교사와 연구자의 반성적 저널자료, 교사의 개별면담 전사 자료를 수집하여 질적분석하였다. 연구결과, 첫째, 스토리텔링을 활용한 유아수학교육에서의 교육공동체 참여 경험은 개인적 수학경험과 수학적 상황을 공유하고 공유를 통해 수학내용지식을 이해하고 학습하였으며, 교육공동체를 통해 소통하면서 자신의 수학적 경험에 대하여 반성적 사고를 하였다. 둘째, 스토리텔링을 활용한 유아수학교육 교육 공동체 참여 경험의 의미를 살펴보면 수학적 오류를 통해 함께 배우고, 공유를 통해 더 나은 수업의 방향을 습득하여 협력적 수학탐구과정을 즐기는 교사로 성장하였고, 스토리텔링을 활용한 유아수학교육에서의 협력을 통한 공동실천을 증진하였다.

• 인간식물환경학회지
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• 제23권1호
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• pp.55-65
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• 2020

This study conducted a survey on 163 parents in Korea to investigate their interest in plants, experience in growing plants, and perception on horticultural activity programs (HAP) for their children. Most children (80.4%) of the respondents had experience participating in HAPs, and most of their experience occurred during school hours in preschool educational institutions more than once a month (60.3%). The more interest in plants and experience in growing plants the parents had, the more experience the preschoolers had in participating in HAPs, which implies that the experience of the parents with plants affected their children's participation in HAPs. Parents' most preferred location of HAPs was preschool educational institutions, and most preferred time was school hours with a frequency of more than once a week (57.1%), which is more frequent than the current status of HAPs in preschool educational institutions. Parents also responded that the most preferred instructors of HAP has are those with a professional background in horticulture. Among the activities in HAP for preschoolers, parents most preferred cooking (M = 4.05) activity, and they did not dislike any of the activities. They responded that the facilities for HAP needed to be improved to make HAP more active in preschool educational institutions. Overall, based on the current results, developing suitable HAPs and facilities for preschoolers, fostering professional HAP instructors, and educating parents about horticulture would enhance HAPs in preschool educational institutions, thus providing preschoolers with many benefits of HAPs.

• 한국지역사회생활과학회지
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• 제23권2호
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• pp.177-187
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• 2012

The research aimed at analyzing how the differences between teachers' personal backgrounds (age, teaching experience, educational background, position) and experiences with the mentee and the mentor affect their awareness on the mentor qualifications for the mentoring program conducted by infants' educational organizations. By fulfilling the purpose of the research, proper qualifications for a mentor of outstanding abilities, which would be desired by teachers in infant educational organizations, should be established while preliminary data on the mentor teacher training to improve the professionalism of a mentor is expected to be provided. The research was carried out targeting 319 teachers in infants' educational organizations located in Busan and Gyeongsangnam-do. The measuring instrument used was a recognized survey on how the mentor qualifications for the mentoring conducted by infants' educational organizations. The survey consisted of 22 questions. The researcher personally designed the survey based on results generated from preliminary research. SPSS 14.0 was used to analyze selected data as average, standard deviation and one-way layout dispersion. In addition, a post-analysis on the one-way layout dispersion was conducted via the Scheffe posteriori test. The results demonstrated that the mentor qualifications for the mentoring were differently recognized by teachers in infants' educational organizations according to both teacher's personal backgrounds (age, teaching experience, educational background and position) and experiences with the mentee and the mentor.

• 한국산학기술학회논문지
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• 제15권6호
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• pp.3616-3624
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• 2014

본 연구는 숲 체험 활동에 대한 학부모들의 인식 및 요구를 알아보는데 목적을 갖고, 경기지역 소재 사립유치원에 다니고 있는 자녀를 둔 학부모 250명을 대상으로 2013년 12월 26일부터 31일까지 설문조사 하였다. 분석결과 숲 체험 활동에 대한 인식은 '전반적 효과 인식', '교육적 효과 인식', '일반적 인식' 순으로 나타났다. 또한 숲 체험 활동에 대한 요구도는 전체 58.2%가 정기적으로 하는 것이 중요하다고 생각하는 것으로 나타났고, 연간 프로그램의 필요성에 있어서는 전체 60.7%가 계획된 연간 프로그램이 필요하다고 생각하는 것으로 나타났다. 이 외에 숲 체험 활동 권유에 있어서는 전체 61.1%가 적극 권장할 것으로 나타났다. 이 같은 결과는 도심 내 자연과 접하기 어려운 환경에서 유아들의 숲 체험활동에 대다수의 학부모들이 긍정적이며 유아 또한 교육적 효과에 대해 높게 평가하고 있는 것으로 나타내 숲 체험 활동에 대한 중요성을 시사해준 것으로 볼 수 있다.

• 교육시설 논문지
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• 제18권6호
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• pp.57-64
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• 2011

This study is the spatial characteristics of child education facilities through the cognitive development of child. Early childhood is the most important period in every human developmental stage; physical, emotional, and mental parts. Thus, the education in early childhood should be conducted naturally by a variety of experiences, sensibility, and physical activities, not by knowledge-oriented education which has been conducted until today. The education based on experience has been adapted, not only domestically, but internationally, and the early childhood education focused on child's development is especially emphasized in Europe. It's because the industrialization started earlier in Europe than in other countries, and it leaded to the entry of women in public affair. Consequently, early childhood education was taken charge of by the nation. While it has gone through trial and error, and Now it leaded to the better way. This study checks the common factors which shows the spatial characteristics based on experience and the relationship between the features of infants and concept of space in Piaget's theory. And then, I am going to systemize the relationship of each factor and suggest the design plan so that it could be applied methodologically when the space is designed for child education facilities beyond the current education only focused on programs.