• 한국보육지원학회지
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• 제11권3호
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• pp.85-102
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• 2015

본 연구는 유아의 학령전환기에 있는 만 5세 유아의 문제행동과 관련하여 유아, 교사 및 부모의 관련 변인과 유아의 문제행동에 통계적인 유의미한 차이가 있는지 살펴보고, 변인들의 상대적인 영향력을 알아보고자 한다. 본 연구대상은 학령전환기에 있는 만 5세 유아와 그들의 부모, 그리고 만 5세 유아의 담임교사를 대상으로 하였다. 연구방법은 빈도와 백분율, t-검증, 일원변량분석, 상관관계분석, 그리고 중다회귀분석을 실시하였다. 연구결과로는 첫째, 유아의 문제행동은 어머니 학력에 따라 유의미한 차이가 나타났으며, 둘째, 유아의 기질, 유아의 자아탄력성, 어머니의 양육스트레스, 어머니의 인성특성, 교사-유아관계, 교사의 정서표현성과 유아의 문제행동은 관련성이 있는 것으로 나타났으며, 셋째, 교사-유아관계가 유아의 문제행동을 가장 잘 예언하는 변인으로 나타났다. 본 연구는 유아변인과 부모변인, 교사변인이 각각 그리고 상호적으로 유아의 문제행동에 대해 어느 정도 설명력을 갖는지를 살펴봄으로서 문제행동에 대한 총체적 이해와 실천에서의 통합모델을 제시하였다고 본다.

• 한국보육지원학회지
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• 제17권3호
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• pp.39-64
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• 2021

Objective: This study analyzed the compliance situation of class rules for 3-year olds in the Wisdom class at Sarang kindergarten. Methods: Research participants were composed of 17 young children and two teachers in the wisdom class for 3-year-olds and data collection and analysis were conducted by participant observation using the qualitative method. Results: Research results were as follows. The compliance situation of class rules included compliance, violation, and among compliance and violation. First, compliance was divided into compliance with assistance and self compliance. Compliance with assistance is for young children to follow the rules under the guidance, help, and instructions of teachers. Self compliance is for children to understand and follow the rules themselves. Second, Between compliance and violation is conflict of the rules created by different standards of class rules. Third, depending on who found the violation, violation was classified into teacher discovery, peer discovery, and acquiescence. The teacher discovery led to teacher guidance and teacher acquiescence, The peer discovery led to peer notification, peer resistance, peer punishment, and peer acquiescence. Conclusion/Implications: By looking at the compliance situation of class rules for three-year-olds, the educational implications of how to guide class rules were obtained for children.

• 한국생활과학회지
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• 제15권1호
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• pp.71-81
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• 2006

The purpose of this study is to examine the differences in young children's multiple intelligence and social behaviors based not only on Montessori and general programs of day care centers but also on their gender and social- demographic factors. The subjects were 329 young children (182 boys and 147 girls aged from four to five) from two day care centers in Cheongju city. The instruments used in this study were HAPI (Hillside assessment of Perceived Intelligence) to measure the surveyee's multiple intelligence and Park & Lee's scale to measure their social behaviors. The frequencies, percentiles, mean, standard deviations, Cronbach a, t-teat, F and LSD were used to analyze the collected data through SPSS WIN program. The results of this study are as follows: 1) As for young children's multiple intelligence, there are differences according to young children's gender, order of birth, parents' level of education and teacher's working period out of social-demographic factors. 2) As for the young children's social behavior, there are differences according to young children's gender, mother's level of education and teacher's working period out of social-demographic factors.

• 아동학회지
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• 제16권1호
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• 한국보육지원학회지
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• 제15권5호
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• pp.69-86
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• 2019

Objective: This study aimed to provide a systematic understanding of children's peer initiative and peer acceptance and to offer specific information to increase young children's social competence. Methods: Participants were 235 5-year-old children from six child care centers in Sejong City. The participants were interviewed to measure the peer acceptance of children attending the same class. Also, a survey was conducted on their teachers to measure children's peer initiative and the relationship with them. The collected data were analyzed by hierarchical regression using the SPSS 21.0 program. Results: The results showed that significant main effects of friendly and unfriendly peer-initiatives on peer acceptance were found. The effects of teacher-child relationships and their moderating effects, however, were partial; only main influences of close relationships and the interaction effects between peer-initiatives and close relationships were significant. That is, the relationships between improper initiatives and low acceptance levels among peers were more intense when children established conflict relationships with their teacher. Conclusion/Implications: We found that close teacher-child relationships play moderating roles on the pathway from peer initiative to peer acceptance as a protective risk factor for children.

• 한국산학기술학회논문지
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• 제20권4호
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• pp.169-176
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• 2019

본 연구는 어머니의 심리적 통제와 유아-교사 상호작용이 유아의 자기조절능력에 미치는 영향을 알아보는데 목적이 있다. 연구대상은 3~5세 유아와 그들의 어머니 358명, 그들의 담임교사 28명이며, 자료 분석을 위해 SPSS 18.0 프로그램을 이용하여 기술통계, Pearson의 상관분석, 중다회귀분석을 실시하였다. 연구결과는 다음과 같다. 어머니의 심리적 통제와 유아-교사 상호작용은 유아의 자기조절능력에 유의한 영향을 미쳤다. 그 중 유아-교사 상호작용이 어머니의 심리적 통제에 비해 더 큰 영향을 미치고 있었으며, 행동조절보다는 정서조절에 더 많은 영향을 주는 것으로 나타났다. 본 연구의 결과는 유아의 자기조절능력에 영향을 미치는 변인으로서의 어머니의 심리적 통제와 유아-교사의 상호작용을 확인하였으며 어머니의 훈육방식에 대한 교육, 그리고 교사의 상호작용에 관한 지속적인 교육과 예비 교사 대상의 교육프로그램 개발의 필요성을 부각시켰다는 점에서 그 의의를 찾을 수 있다.

• 한국보육지원학회지
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• 제19권4호
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• pp.73-88
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• 2023

Objective: This study aims to examine the impact of young children's playfulness and self-esteem on their creative personality. Methods: The sample consisted of 332 four- and five-year-old children enrolled in kindergartens and daycare centers in Incheon. Teacher-report measures of playfulness, self-esteem, and creative personality scales were used for data collection instruments. The collected data were analyzed using t-test, analysis of variance, correlation analysis, and multiple regression analysis. Results: Firstly, significant differences were found in all variables based on children's gender, while age and birth order did not show statistically significant differences. Secondly, young children's playfulness and self-esteem were found to have a positive impact on their creative personality. Specifically, among the sub-variables, cognitive spontaneity and humor in playfulness, along with competency in self-esteem, showed relatively higher levels of impact on young children's creative personality. Conclusion/Implications: The study findings emphasize the necessity of comprehensive support systems that foster playfulness and self-esteem to enhance young children's creative personality. This includes providing proper teacher training and a range of instructional materials, along with parental education.

• 한국생활과학회지
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• 제17권3호
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• pp.413-423
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• 2008

The purpose of this study was to consider the evaluations of curriculum and young children by kindergarten teachers. The investigation subjects for questionnaire were 637 (the directors, vice-directors, the head teachers, and teachers) who were selected by proportional stratified sampling method for population and the subjects for interview were 11 teachers out of previous subjects who have worked at Jeolla-Do. The questionnaire was based on preceding studies and the propriety of contents was validated. The followings are results of this study. First, according to the purpose of curriculum, more than half of kindergarten teachers answered that they do perform evaluation to validate the young children's developmental process and there were statistically no significant differences by variables of kindergarten teachers. This study was to see whether they perform the evaluation results of curriculum or not, they relatively perform and there were statistically differences by kindergarten teacher's working location, establishment type, level of education and age. This study was to see whether they reflect the evaluation results of curriculum, and it was revealed as they relatively reflect. Also, there were statistically significant differences by kindergarten teacher's working location. And, kindergarten teachers requested the appropriate evaluation curriculum that also requires the adequate education for teachers and organized supporting system as a implication plan. Second, as of material types for children's portfolio evaluation, teachers collect activity products at most, then activity picture, observation, standardized test, teacher's journal, recording or tape-recording, post-interview and data that were collected at home. And, kindergarten teachers requested the appropriate evaluation method and the supply of human resources as a implication plan for young children's evaluation.

• 한국과학교육학회지
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• 제22권1호
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• pp.141-157
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• 2002

본 연구의 목적은 수 과학 통합 교육 활동 프로그램 모형 개발을 위한 기초 연구로서 수 과학 통합교육 활동에서 나타난 유아 수 과학 관련 개념 발달과 교사의 교수-학습 전략을 분석하는 것이다. 연구대상은 청주시의 K 초등학교 병설 유치원에 재원 중인 원아 4명을 대상으로 3주간 실시하여 얻어진 총 7회의 수업사례이다. 결과 분석은 수집된 7개의 수업사례에서 나타나는 유아들의 수 과학 관련 개념의 발달과 교사의 교수-학습 전략을 질적으로 분석하였으며, 분석 결과, 유아들은 물체의 무게와 모양 그리고 움직임 간의 관련성, 물체의 크기와 무게와의 관련성, 물체의 거리 측정에 대한 세 가지 측면에서의 개념 발달을 나타냈다. 유아들의 수 과학 개념 발달을 돕기 위한 교사의 교수-학습 전략은 발문 내용, 자료와 매체의 활용, 집단 구성의 측면에서 이루어지고 있는 것으로 나타났다.

• 한국산학기술학회논문지
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• 제13권7호
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• pp.2971-2982
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• 2012

본 본 연구는 보육교사가 민주시민교육에 대해 어떻게 인식하고 있는가를 알아보기 위해 이루어졌다. 연구대상으로는 J지역의 재교육에 참여한 보육교사 200명을 선정하였으며, 자료처리는 빈도분석과 교차분석을 실시하였다. 연구결과는 첫째, 민주시민교육의 요구도에 대한 보육교사의 인식은 교사 변인에 따라 차이를 보였다. 즉, 보육교사는 민주시민교육이 필요함을 인식하고 있었고, 민주시민교육이 어려운 주요 원인을 부모양육태도로 보았다. 둘째, 민주시민교육의 내용과 방법에 대한 보육교사의 인식은 교사 변인에 따라 유의미한 차이를 보이지 않았다. 이를 토대로 가정, 지역사회와의 연계성을 강조하였고, 영유아의 발달에 근거한 민주시민교육 프로그램의 재구성을 제시하였다.