• 가정과삶의질연구
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• 제26권5호
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• pp.211-224
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• 2008

The Ecological variables studied in relation to children's school adjustment were organisms(grade, sex, perceived competence, aggression and withdrawal), microsystems(parental support, marital conflict and supervision, peer victimization and perceived teacher attitude), mesosystems(family-peer relationships, family-school relationships) and the exosystem(neighborhood environment). The sample consisted of 565 fifth and sixth grade children. Instruments were the School Adjustment Scale and Index of organisms, microsystems, mesosystems, and exosystem variables. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, children's school adjustment showed positive correlations with perceived competence, parental support and supervision, perceived teacher attitude, family/peer and family/school relationships and neighborhood environment but showed negative correlations with grade, aggression, withdrawal and parental marital conflict and peer victimization. Second, the most important variable predicting child's relationship with teacher, his/her academic adjustment and satisfaction in schoolwas perceived teacher attitude. And the most important variable predicting children's peer relationships in school was perceived social competence.

• 아동학회지
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• 제23권6호
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• pp.15-32
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• 2002

Child's temperament, cognitive ability, social competence, mother's affective child rearing and positive expression, father's positive expression, and teacher's positive expression were the variables investigated in relation to the structure of children's emotional competence (EC). Subjects were 20 teachers and 236 five-year-old children and their parents. Data were analyzed by LISREL (Linear Structural Relations), a statistical program for structural equation modeling. Results showed that boys' social competence and mother's affective rearing behavior directly influenced the EC of boys; boys temperament and cognitive ability, and positive expressions of their teachers indirectly influenced the EC of boys. Girls' temperament and social competence directly influenced the EC of girls; their cognitive ability, mother's affective child rearing behavior, and positive expressions of mothers and fathers indirectly influenced the EC of girls.

• 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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• 제13권1호
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• pp.19-41
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• 2017

Objective: This study aimed to provide policy implications by studying the class size of early childhood education institutes. Methods: By looking through researches, the educational influence of class size was examined. By using the latest statistical data, class size standard and status were compared. After class size perception in the field was considered and the main results of advanced researches were summarized and analyzed, the actual condition of class size was diagnosed. Furthermore, the national research trend was analyzed. Results: First, class size was an influencing factor on young children and teachers and its importance was reconfirmed. Second, as for standard in relation to class size in Korea, the maximum class size and teacher-child ratio were not presented together. In respect of overseas standards, infancy has similar standards, but early childhood has a little higher ratio. In the educational fields, there was growing awareness that class size should be modified. Third, there were not enough domestic researches on class size and they tended to be biased in terms of the method, targets, and contents. Conclusion/Implications: It is suggested that it is necessary to establish a class size policy for future early childhood education institutes, to implement a system, and to perform follow-up studies.

• 아동학회지
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• 제35권2호
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• pp.1-23
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• 2014

The purpose of this research was to investigate the most critical variables in the school adjustment of youth. In addition, this research assessed the impact of variables according to the categorization of individual, family, and school domains. To acquire the effect sizes, published studies between 1990 and 2012 were reviewed systematically and synthesized by meta-analysis. The major findings were as follows. First, this study identified a total of 34 variables which can have an influence on the school adjustment of youth and confirmed that 24 of those variables are significant. The most crucial variable that can influence school adjustment is that of a teacher's support. The next most important variables are self-resilience, relationships with friends, and self-efficiency. Focusing on the categorized elements, self-resilience is the most critical variable in the individual domain, the parent-child relation is the most crucial variable in the family domain, and a teacher's support is the most powerful variable in the school domain. Based on these results, this study suggested a number of the indispensable components in interventions to improve the youth's adjustment in school.

• 한국콘텐츠학회논문지
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• 제20권3호
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• pp.106-115
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• 2020

본 연구는 부모 학대·방임이 공동체의식에 미치는 영향에서 교우 및 교사관계의 매개효과검증을 목적으로 한다. 연구대상은 한국아동·청소년패널 초1패널 조사(2010년~2017년)의 2017년 중1 2,001명을 대상으로 하였다. 부모 학대·방임과 공동체의식의 관계에서 매개효과를 살펴보는 연구문제를 구조방정식으로 검증하여 다음과 같이 제시한다. 첫째, 부모 학대·방임은 공동체의식에 유의한 직접 영향은 미치지 않았다. 둘째, 부모 학대·방임(β=-.663)은 교우 및 교사관계에 유의한 부적인 영향을 미치는 것으로 나타났다. 셋째, 교우 및 교사관계(β=.664)는 공동체의식에 유의한 정적인 영향을 미치는 것으로 나타났다. 넷째 부모 학대·방임이 공동체 의식에 미치는 영향에서 교우 및 교사관계의 매개효과(β=-.440)는 유의한 부적인 영향을 미치는 것을 확인하였다. 이런 결과를 기반으로 청소년 복지실천에 대한 제언을 기술하였다.

• 한국보육학회지
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• 제17권4호
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• pp.121-143
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• 2017

본 연구의 목적은 영아교사 애착 및 영아의 몸짓과 영아의 언어발달 간의 관계를 알아보는데 있다. 연구대상은 전북 J시 가정어린이집과 영아전담어린이집에 63곳에 재원 중인 18~24개월 영아와 그 담임교사 84명이다. 연구결과 첫째, 영아교사 애착은 영아의 언어발달과 정적 상관관계가 나타났다. 영아교사 애착 유형별로는 긍정적정서, 접촉추구, 자기희생적온정, 근접추구, 결속, 기대감 모두 수용언어, 표현언어와 정적 상관관계가, 보호는 수용언어와 정적 상관관계가 냉담만 수용언어와 부적 상관관계가 나타났다. 둘째, 영아 몸짓의 하위요인 중 지시적몸짓은 수용언어와 부적 상관관계가, 관습적몸짓과 표상적몸짓은 표현언어와 정적 상관관계가 나타났다. 셋째, 영아교사의 애착과 영아 몸짓이 영아 언어발달에 미치는 영향력을 알아본 결과, 전체언어에 대해서는 영아교사 애착의 접촉추구가 가장 큰 영향력이 있었다. 영아 언어 유형별로는 수용언어는 영아교사 애착의 접촉추구가, 표현언어는 영아교사 애착의 결속이 가장 큰 영향력이 있는 것으로 나타나, 영아 언어발달에는 영아의 몸짓보다 영아교사의 애착이 더 큰 영향력이 있음을 알 수 있었다. 본 연구결과는 영아교사와 영아의 애착관계의 중요성을 통해 영아의 언어능력 증진을 위한 기초자료로 활용될 수 있을 것이다.

• 한국지역사회생활과학회지
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• 제21권3호
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• pp.285-298
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• 2010

This study aims to analyze teachers job satisfaction according to the working environment of teachers working in child-care centers and to investigate which variables of the working environment relate to job satisfaction of child-care teachers. The main results of this study were as follows. First, married teachers are more satisfied with the job itself, supervision, and colleague relations compared to teachers who are not married. Teachers with certificates are more satisfied with the job itself compared to teachers without certificates. Second, teachers's job satisfaction is significantly correlated with their salary, welfare, and colleague relations. Also teachers' job satisfaction is correlated with responsibility in the case that teachers have a good relation with their principal and child-care parents. Third, the results of this study show that teachers consider substitute teachers, vacation systems, day care systems, compliant with the ratio of teacher and children, job security, order of legal status as important. With regard to external compensation, teachers want salary increase, payment on overtime labor, flexible work-time, use of both full-time and part-time teachers, expansion of educational materials, increase on purchasing cost for textbooks and materials. To improve the quality of child-care teachers' working environment as well as their satisfaction, practical policies need to be implemented.

• 한국보육학회지
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• 제18권4호
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• pp.1-25
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• 2018

본 연구에서는 보육교사에 대한 만 2세 영아의 애착 안정성과 또래놀이 과정을 사례 연구를 통해 탐구해 보고자 하였다. 이를 위하여 서울특별시에 소재한 가정 어린이집을 다니는 4명의 만 2세 영아를 연구 참여자로 선정하였다. 참여한 영아들은 애착 Q-set를 통해 측정한 보육교사에 대한 애착 안정성에서 안정애착과 불안정애착을 형성한 영아 각각 2명이었다. 본 연구는 2018년 4월 12일부터 7월 19일까지 36회에 걸쳐 자유선택활동 시간에 참여관찰을 하였다. 비디오 촬영 전사본, 교사 면담 전사본, 보육계획안, 현장 일지 등이 분석과 해석에 활용되었다. 보육교사에 대한 영아의 애착 안정성과 또래놀이를 놀이의 흐름에 따라 시작 전개 마무리 과정으로 살펴본 결과는 다음과 같다. 또래놀이의 시작에서 영아가 또래를 놀이에 초대할 때, 안정애착영아는 적합한 놀이 파트너를 선정 하거나 구체적인 놀이 행동을 요구하지만 불안정애착영아는 즉흥적으로 놀이 파트너를 선정하거나 불분명하고 미숙하게 또래를 놀이에 초대하며 서로 다른 모습을 보여주고 있었다. 또한 또래가 진행 중인 놀이에 들어가기에서 안정애착영아는 놀이 맥락을 파악하지만, 불안정애착영아는 놀이 맥락에 대한 파악 없이 진행 중인 놀이에 들어가는 것으로 나타났다. 전개에서 안정애착영아는 상호보완적으로 협조를 하고 놀잇감을 공유하며 놀이를 진행하였지만, 불안정애착영아는 협조를 하기 보다는 자신의 의사만 표현하고 또래와 놀잇감을 공유하는 것을 어려워할 뿐 아니라 또래갈등이 빈번히 발생함에 따라 보육교사의 중재를 필요로 하였다. 또래놀이의 마무리에서 안정애착영아는 또래와 공동의 끝맺음을 보였으나, 불안정애착영아는 또래와 함께 마무리를 하지 못하고 또래와의 갈등으로 인해 또래놀이가 단절되거나 보육교사와의 놀이로 변화되는 것으로 나타났다. 본 연구의 결과는 보육교사에 대한 만 2세 영아의 애착 안정성과 또래놀이의 관계에 대한 이해를 도움으로써 보육교사의 역할에 대해 생각해볼 수 있는 기초자료가 될 것이다.

• 한국보육지원학회지
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• 제12권5호
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• pp.17-45
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• 2016

This study aimed to investigate the effect of a young children's happiness program in relation with the Nuri curriculum on young children's happiness and self-esteem. Study subjects included 37 children aged 5 (experimental group 20, comparative group 17) enrolled in A day care center and D day care center located in K district, Seoul. As for the research procedure, an experiment was conducted 48 times in 18 weeks, and the experimental group carried out the children's happiness program linked with the Nuri curriculum. In contrast, the comparative group conducted general activities focusing on the subjects according to the Nuri curriculum. Study results show that there was a significant difference amongst 9 sub-domains related to young children's happiness (health, emotion, immersion, recognition and achievement, parent-child relationship, teacher-child relationship, peer relationship, spirituality, life satisfaction) and 3 sub-domains related to self-esteem (start and spirit of independence, sociality emotionality, academic achievement). Results of this study prove that the children's happiness program in relation with the Nuri curriculum is effective for increasing young children's happiness and self-esteem, and could be used as preliminary data for the possibility of a happiness program in early childhood education settings and happiness education in the future.