• 융합정보논문지
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• 제9권7호
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• pp.114-121
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• 2019

본 연구에서는 일반초등학교 교사 297명을 대상으로 ADHD아동교육에 대한 인식에 대해 알아보았다. ADHD아동 교육에 대한 인식은 ADHD아동의 통합교육에 대한 태도, 부담감, 효능감, 촉진여건 네 가지 영역으로 구성된 설문지를 통해 이루어졌다. 수집된 설문지는 SPSS(WIN 22.0)의 기술통계를 사용하여 빈도와 백분율을 산출하였다. 연구결과 첫째, 일반초등교사들은 ADHD아동의 통합교육을 위해 노력 하는 것으로 나타났다. 둘째, 일반초등교사들의 ADHD아동교육에 대한 부담감에서는 ADHD아동이 일반아동의 학습방해, 긍정적 학습분위기 방해, 일반교실의 질서 유지 방해, 교사의 수업 진행을 방해한다고 나타났다. 셋째, ADHD아동교육에 대한 일반초등교사들의 효능감에서는 ADHD증상에 대한 지식 습득, ADHD아동의 진단과 평가, ADHD아동 교육을 위한 교수 능력, ADHD아동의 행동을 다루는 능력은 없는 것으로 나타났다. 넷째, ADHD아동교육에 대한 학교차원의 촉진여건에서는 ADHD 아동을 위한 전문인력 지원, ADHD 아동 지원을 위한 외부 기관과의 연계는 이루어지지 않는 것으로 나타났다.

• 아동학회지
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• 제22권1호
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• pp.213-226
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• 2001

In this study of intentions and strategies of children's requests and teachers' responses, the subjects were 20 teachers and 610 4- and 5-year-old children in 10 kindergartens. Each teacher wore an audio-recorder and one-to-one interactions between teacher and child were audiotaped during a 40-minute free play session. Children made requests most frequently with the intention of getting attention; they also made requests for the purpose of seeking information. In making requests, children utilized various strategies including direct, indirect, and physical strategies. Furthermore, their strategies were dependent on intention. Teachers most frequently responded to children with the strategy of committed compliance. Results were discussed in terms of roles of active children and responsive teachers in forming and maintaining good teacher-child relationships.

• 한국생활과학회지
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• 제20권4호
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• pp.777-787
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• 2011

The purpose of the study is to examine the relationship between the day care teachers' efficacy beliefs on play and acceptability of social skills strategies for children with disabilities. 174 daycare teachers participated in this study. For this study, two instruments were used. One was the social interaction program features questionnaire (Odom et al., 1993), developed for the purpose of understanding the types of teachers' social interaction, which was modified. The other was the teachers' efficacy beliefs on play by Cho (1999) which was revised. Data was collected and analyzed by SPSS 12. The overall findings of this study were as follows. First, there was a meaningful difference in daycare teachers' acceptability of social skill strategies for disabilities children by factors. Secondly, there was a strong relationship between their acceptability and their efficacy beliefs on play. Thirdly, there was a meaningful differences between higher group and lower group of scores of teachers' efficacy belief on play in daycare teachers' acceptability of social skill strategies for disabilities children.

• 한국사회복지학
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• 제52권
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• pp.273-299
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• 2003

본 연구는 아동의 성장과정에 있어 매우 중요한 환경인 학교현장에서 교사들이 한부모가족 아동들에 대해 갖고 있는 인식과 태도를 알아보고, 이에 영향을 미치는 요인들을 분석해 봄으로써 한부모가족 아동들이 보다 당당하게 학교생활을 할 수 있게 하는 방안을 모색하기 위한 기초 자료를 제공하는데 목적이 있다. 이를 위해 2002학년 여름방학동안 서울, 경기도, 전라도, 경상도 등 전국에서 이루어지는 교사 연수회에 참석한 초등학교 교사를 대상으로 설문조사를 실시하였다. 교사의 지위나 연령, 지역(대도시, 중소도시, 도시외 지역) 등을 고려하여 유의표집(purposive sampling)한 결과 총 776부가 회수되었으며, 이를 SAS 6.12로 빈도분석, 평균, 교차분석(Chi-Square), t-test, 일원분산분석(oneway-ANOVA), 중다회귀분석(Multiple Regression)하였다. 연구결과, 대부분의 교사들은 한부모가족 아동이 증가하고 있다는 것을 교육현장에서 느끼고 있었으나, 아동의 심리상황에 대해서는 잘못 이해하고 있는 부분이 많은 것으로 나타났다. 교사의 한부모가족 아동에 대한 부정적인 인식에 영향을 미치는 요인으로는 교사의 사회인구학적 특성, 경험적 요인, 아동의 학교생활 수행정도 뿐만 아니라 교사 자신의 한부모가족에 대한 정형화된 인식, 가족주의 및 이혼에 대한 가치관 등이 작용하는 것으로 나타났다. 교사들의 의식이나 태도는 성장기 아동들의 자신감과 자존감 형성에 상당히 커다란 영향을 줄 것으로 예상되는 바, 이에 대한 대책이 사회적 의식 전환, 교육체계 및 환경의 변화, 교사 교육프로그램 개발, 학교사회사업 및 상담교사 배치, 한부모가족의 임파워먼트 등에서 제시되었다.

• 대한가정학회지
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• 제36권4호
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• pp.137-146
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• 1998

The purpose of this study was to compare the expectations of mothers and teachers regarding development of three-year-old children and to analyze factors influencing the expectations. The results of this study showed that the mothers held higher expectations than the teachers regarding development of their children in all areas. Maternal expectations differed depending on the ages of the mothers and their children's birth order. Teaching experience with three-year-old children also made differences in the teacher's expectations. Implications to parent education and suggestions for future studies were provided.

• 아동학회지
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• 제33권6호
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• pp.133-147
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• 2012

This study focused on the relationship among playfulness in teachers, teaching efficacy on play and teachers' positive play beliefs in a sample of 151 teachers working childcare center in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression and hierarchical multiple regression. The main results of this study were as follows. First, teachers' playfulness had a positive influence on their positive play beliefs. Second, teachers' playfulness had a positive influence on their teaching efficacy on play. Finally, effect of teachers' playfulness on their teaching efficacy on children's play was totally mediated by their positive play beliefs.

• 한국생활과학회지
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• 제15권4호
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• pp.551-561
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• 2006

The purpose of the study is to examine the influence of children's familiarity with a task and teachers' feedback on their problem solving performances. It was assumed that children's' problem solving performance would be different depending on the children's familiarity with a task and the feedback from teachers. The study also examined whether children's' problem solving competence would be different depending on their gender and age. The experiment was conducted with two experimental tools. The subjects were 58 children who were 5 to 6-year-old, enrolled in kindergartens in Koyang city in Kyunggi province. The collected data were processed with SPSS 11.0 program to get the average and the standard deviations, and with one-way ANOVA and two-way ANOVA with repeated measures. The results of the experiment are as follows; First, children's' problem solving competence was different depending on their age. Older children showed higher performance than younger children, while there's no difference in children's performance depending on their gender. Second, the teachers' feedback didn't influence children's problem solving performance. Third, children showed higher performance when familiar tasks were provided, compared to when typical tasks were provided. Finally, this study found that children's task familiarity has an influence on their problem solving performance.

• 한국보육지원학회지
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• 제14권4호
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• pp.1-24
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• 2018

Objective: The purpose of this study was to investigate the differences in early childhood teachers' perceptions of the importance and institutional performance regarding young children's rights. Methods: 171 early childhood teachers responded to the questionnaires. The data were analyzed by using the paired sample t-test and the IPA graph to identify differences in the teachers' perceptions of the importance and performance of each right. Results: First, the teachers perceived the importance of children's rights to be high but low in institutional performance. The main effect of teaching years on the perception appeared significant only regarding performance of the rights of protection and participation. The main effect of teacher education experiences was significant in all areas except the importance of survival rights. The results from Two-Way ANOVA showed the two variables have no interaction. Second, the second quadrant of the IPA matrix displayed the items regarding initiative and autonomy of young children. Both inexperienced- and highly-experiencedteachers, when they had teacher education, recognized that the items related to participation rights should be further improved. Conclusion/Implications: We discussed the various ways in which children's rights should be improved and ways of improving teacher education according to teacher variables in order to promote young children's rights.

• 한국보육지원학회지
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• 제20권3호
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• pp.85-106
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• 2024

Objective: The purpose of this study is to explore the experiences of early childhood teachers in teaching young children with language development delays. Methods: Eight early childhood teachers with experience teaching children with language development delays were interviewed. The collected data were analyzed through transcription, coding, and theme generation processes, resulting in three main themes and seven sub-themes. Results: First, early childhood teachers mentioned difficulties in communication due to language development delays, the need for communication support with peers, and a lack of support from families. Second, the guidance for young children with language development delays was provided by considering the characteristics of these children and through collaboration among various stakeholders. Third, early childhood teachers requested tailored training for teaching young children with language development delays. They also called for the establishment of a cooperative system among early childhood education institutions, families, and specialized agencies. Conclusion/Implications: Based on the research findings, a discussion was conducted on the support needed for guiding young children with language development delays, and suggestions were made for further research in this area.

• 아동학회지
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• 제29권4호
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• pp.231-248
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• 2008

This research used Q-Methodology to investigate kindergarten teachers' perception style regarding children's creativity. The 30 participants had various teaching experiences and educational backgrounds and were teaching in a variety of types of kindergartens in the cities of Busan and Ulsan. Individual teacher's subjective perspective was the main target for the analysis. Results showed four types of teachers' perceptions of creativity : 1) perceiving creativity as children's creative thinking ability, 2) focusing on creative curriculum development 3) perceiving creativity as children's creative personality, and 4) focusing on either teacher's thorough understanding of children's creativity or teachers' creativity. These results indicate that teachers tend to perceive creativity in narrow and specific domains. These findings are discussed with respect to their educational implications.