• 아동학회지
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• 제36권3호
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• pp.195-213
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• 2015

This study aims to uncover what kinds of difficulties preschool teachers are now confronted with when they begin to implement project based learning with young children, in order to develop contents for teacher education programs. From July 2012 to February, 2013, 9 teachers participated in implementing projects in preschool classrooms. For data generation and interpretation, observations of class projects, tape-recordings of teacher conferences, and interviews with the teachers were made. The findings were as follows: teachers' uncertainty regarding project itself, teachers themselves, child competence, and its sustainableness were the most critical obstacle to hinder the teachers in implementing self directed projects with young children. The results imply that the teachers' belief in child competence in doing projects is of great significance; their view that it is very difficult for them to do projects without viewing young children a co-constructor of knowledge. Therefore, the key element in developing contents for teacher education programs should include a richer understanding of young children' competence.

• 한국생활과학회지
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• 제10권2호
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• pp.153-163
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• 2001

The purpose of this study was to find the relationship between the leadership type of the chief and the occupational satisfaction of a teacher as well as the desirable type to fullfill the educational purpose of pre-school institutes. The subject of this study were 191 teachers in private pre-school institutes. Halpin's "Leadership Behavior Description Questionnaire" and Paula Jorde Bloom(1989)'s "Early Childhood Job Satisfaction Survey" have been modified and used for this study. The results are as follows: First, the leadership types of the chief teacher is recognizing can be classified into effective leadership, initiating structure, consideration, and ineffective leadership. Second, in regard to the occupational satisfaction of teachers they are satisfied with occupation itself and relationship between people rather than pay, social stability, and the environment of working. Third, the relationship between the leadership types of the chief and the occupational satisfaction shows the meaningful difference and consideration among the leadership types indicates the higher satisfaction of teachers. On the other hand, the type of ineffective leadership shows the lower satisfaction. As a result, the type of leadership of consideration contributes to the satisfaction rather than the types of leadership such as effective, ineffective, and initiating structure.

• 영재교육연구
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• 제22권2호
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• pp.483-497
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• 2012

본 연구의 목적은 교사용 유아 영재성 평가척도를 개발하고 이의 타당도를 살펴보는 것이다. 연구대상은 서울특별시, 울산광역시, 대구광역시, 광주광역시, 대전광역시에 소재한 유아교육기관 15곳에서 재원 중인 만 5세 유아 357명과 이들의 담임을 맡고 있는 교사, 그리고 부모였다. 척도의 타당도 및 신뢰도를 확인하기 위해 탐색적 요인분석과, Cronbach's ${\alpha}$ 계수 및 상관계수를 살펴보았다. 연구결과는 다음과 같다. 첫째, 교사용 유아 영재성 평가척도에 대한 탐색적 요인분석 결과 5요인(언어능력, 창의성, 과제집착력, 예술적 능력, 리더십)으로 구성되어진 것으로 나타났으며 최종문항은 20문항으로 확정되었다. 둘째, 교사용 유아 영재성 평가척도의 준거타당도를 살펴보기 위해 부모용 유아 영재성 평가척도 간의 상관관계를 살펴본결과 정적상관을 보이는 것으로 나타났다. 셋째, 교사용 유아 영재성 평가척도의 변별 타당도를 살펴보기 위해 유아영재와 일반유아 간의 교사용 유아 영재성 평가점수의 차이를 살펴본 결과 유아영재가 일반유아보다 더 뛰어난 것으로 판별되었다. 넷째, 교사용 유아 영재성 평가척도의 신뢰도는 .82~.91로 나타났으며 전체 신뢰도는 .93으로 나타났다. 이러한 결과는 본 척도가 유아 영재성을 측정하는 데 신뢰롭고 타당한 것임을 보여준다.

• 한국지역사회생활과학회지
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• 제21권1호
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• pp.81-90
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• 2010

This study aimed to identify the contributors of extra-curricular activities of preschool children focusing on home environmental factors(financial capital, human capital, and social capital) and maternal belief about factors on academic achievement(child's effort, child's ability, teacher's instruction, and maternal teaching). One hundred and seventy three mothers whose preschool children were attending child-care centers in Seoul and Kyunggi-Do participated in the survey. Kinlaw et al.(2001)'s Importance of Effort/Ability Scale was used to assess the mother's belief about the factors on academic achievement. Stipek et al.(1992)'s Activities Sub-scales was revised to measure a social capital, that is the mother's formal and informal activities providing to their preschool child. Educational level was utilized as human capital and monthly income was considered as financial capital. Also, using open ended questions, the subjects were asked to respond to the numbers of extra-curricula activities their child was presently attending, and when he or she began to attend the extra-curricular activity. The main results are as follows. In general, the mothers provided informal activities to their preschool child more than formal activities. Also, they believed the teacher's instruction is the most important and the child's ability the least important in their child's academic achievement. The number of extra-curricular activities was predicted by mothers' formal activities and their belief on their child's ability. The age of starting extra-curricular activities were explained by mothers' formal activities and their educational level.

• 대한가정학회지
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• 제42권6호
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• pp.23-42
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• 2004

The purpose of this study was to investigate the relationship between maternal parenting attitudes and social competence in preschool children with disabilities. Among 3-to 7-year-old preschool children with disabilities in Daegu, 121 pairs of mother-child subjects were selected. The major findings of this study are as follows. First, there was a significant difference in the control area of maternal parenting attitudes on PMT according to child's age. Second, there were significant differences in the teacher ratings of social competence according to the severity of disability, child's age and father's education level. Third, the creativity area of maternal attitudes was significantly correlated with social competence.

• 부모자녀건강학회지
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• 제10권1호
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• pp.3-12
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• 2007

Purpose: The purpose of this study was to test a KPAAT(Korean Parent As a Teacher Test) and provide a basic data to develop parent education program. Methods: This is a secondary analysis study using 103 preschool mothers who were chosen from 2 kindergarten and child care center located at Kyounki-Do. Results: 1) Subjects' child-rearing attitude was above average at the point of $2.86({\pm}\;.20)$. 2) 16 sub-dimension(response to question, permissive attitude of play, control, control of play, expectation about child, understanding about learning, support of learning, encouragement of thinking, provision of imaginary play opportunities, support of play, encouragement of accomplishment motivation, propriety of child-rearing, affectional support, fixed idea, confidence about education, limitation) and 6 factors(response to question, permission of play, control & limitation, evaluation & support about child, encouragement of academic accomplishment, facilitation of the development of creativity) were above 2.50 except ($2.24{\pm}\;.29$) sub-dimension. 3) There was no significant difference statistically according to subjects' general characteristics. Conclusion: From this study, KPAAT can be utilized later childhood period. And nurses need to help mothers to have sound child rearing attitude.

• 대한가정학회지
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• 제49권8호
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• pp.85-95
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• 2011

The purpose of this study was to examine the relationship between preschool teachers' multiple intelligence and their teaching and learning plans. For this purpose, multiple intelligences test(K-MIDAS) was conducted on 80 teachers in kindergartens located in Seoul and Gyeongsangnam-do and they were asked to map out teaching and learning plans about topics. The data were analysed with descriptive statistics and Pearson's correlation using SPSS PC program(16.0 version). Major findings were as follows: Teachers had the highest levels in interpersonal intelligence, followed by musical intelligence and linguistic intelligence; interpersonal intelligence and linguistic intelligence accounted for an especially high proportion of their teaching and learning plans. The higher a preschool teacher's physical activity intelligence, the greater the proportion of physical exercise, music, and logic and mathematics in their teaching plans. It was also found that preschool teachers with higher levels linguistic intelligence made more plans on self-understanding, whereas preschool teachers with higher levels of intelligence in the observation and investigation of nature made more plans on spatial area.

• 아동학회지
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• 제28권6호
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• pp.217-232
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• 2007

The present study investigated attitudes of preschool teachers toward children's bullying behaviors and relationships between teachers' self-efficacy and attitudes toward children's bullying behaviors. The participants were 176 preschool and daycare center teachers. The results indicated that teachers perceived physical bullying more seriously than verbal or relational bullying. Teachers reported that they would intervene more intensively for children who have been targeted than for bullying children in physical and relational bullying situations. Teachers with high self-efficacy were more likely to perceive physical and relational bullying seriously than were teachers with low self-efficacy.

• 대한가정학회지
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• 제46권7호
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• pp.85-93
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• 2008

The purpose of this research was to investigate the prevalence of peer harassment in preschool children and assess its influence on self-concept, hyperactivity, and behavioral problems. The participants were 4 and 5 year old children recruited from preschools and day care centers. Results indicated that a small group of children were identified as victims by self and teacher-reports. Negative self-concept and hyperactivity predicted self-reported victimization. In addition, hyperactivity, internalizing, and externalizing problems were significant contributors in teacher reported victimization.

• 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.