• 융합정보논문지
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• 제10권3호
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• pp.126-133
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• 2020

본 연구의 목적은 유치원 교사의 직무만족도와 삶의 만족도가 교사-유아 상호작용에 미치는 영향을 확인하는 것이다. 이를 위해 경기도, 강원도에 소재한 공·사립 유치원 교사 320명을 대상으로 유치원 교사의 직무만족도, 삶의 만족도, 교사-유아 상호작용을 측정하는 설문에 응답하도록 하였다. 수집된 자료를 토대로 Pearson의 적률상관관계 분석과 중다회귀분석을 실시한 결과는 다음과 같다. 첫째, 직무만족도의 하위요인인 교직의식, 발전성, 혁신성, 자율성, 동료애, 보상이 높을수록 교사- 유아의 상호작용도 높게 나타났으며, 업무부담이 높을수록 언어적 상호작용이 낮게 나타났다. 둘째, 유치원 교사의 삶의 만족도가 높을수록 정서적, 언어적, 행동적 상호작용도 높게 나타났다. 즉, 유치원 교사의 직무만족도 하위변인과 삶의 만족도는 교사-유아 상호작용의 하위변인인 정서적, 언어적, 행동적 상호작용과 정적인 유의한 관계가 있다. 셋째, 교사- 유아 상호작용 전체에 대한 예언변인들의 상대적 영향력은 삶의 만족도(β= .24), 발전성(β= .22), 동료애(β= .16) 순이고, 그 설명변량은 25%인 것으로 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권1호
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• pp.51-60
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• 2011

The purpose of this study was to investigate gifted students' verbal-nonverbal interactions in small grouped classes and to classify them into characteristics. For this study, an instrument to measure gifted student's verbal-nonverbal interactions was developed. The subjects were 16 students of 5th and 6th grades at H-area gifted center in rural area. Video recorded was classified each 5minutes by researchers. The results were as follows; First, verbal interactions were about 27% and non-verbal interactions were about 73%. Activities unrelated to learning were about 20%. Second, high achievement gifted students enjoyed verbal interactions including discussions. Third, gifted students can be classified 3 types(Spoken-centered, Written-centered and Played-centered) by interactions. The results revealed that gifted student's verbal-nonverbal interactions played an important role in communication between students and teacher as well as students. Small-grouped instructions according to characteristic and levels of gifted students are needed in gifted science education.

• Educational Technology International
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• 제13권1호
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• pp.49-77
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• 2012

The development of mobile devices and network technology is changing the ways in which people communicate with one another. Mobile text message has emerged as one of the most frequently used form of communication, which also gave rise to various non-verbal texts such as emoticons. Nonetheless, the use of text messages has largely been denied in education because text messages often involve colloquial and non-verbal texts considered inappropriate or grammatically incorrect by the teacher. In efforts to provide a theoretical framework to better understand mobile e-text communication, this research compared the practical usages of non-verbal texts in the mobile e-learning environment. The study developed three types of text messages according to the degree of using non-verbal texts and their phraseology as instructors' messages, which were then distributed to 259 students via mobile text messaging. The perceptions of students were analyzed using a semantic differential scale and a questionnaire. The results showed clear differences in students' perceptions of non-verbal text and traditional text, and that optimally designed non-verbal texts turned out to encourage the students' interaction the most out of the three types of text messages. Following the discussion of the results, an expanded theoretical framework beyond Ong's concepts of orality and literacy is also suggested to understand the evolution of mobile e-text communication in education.

• 대한가정학회지
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• 제46권1호
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• pp.117-129
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• 2008

In present study, using 1572 low-income families and 266 Head Start teachers from Family and Child Experiences Survey (FACES) in the U.S., we examined the effects of mothers' reading and the characteristics of interaction between teacher-child interaction on 4-and 5-year-olds' cognitive development represented by their verbal and numerical abilities. Frequencies of mothers' reading at home consistently predicted higher scores of children's Peabody Picture Vocabulary Test and Woodcock Johnson Applied Problems. Teachers' sensitivity and permissiveness in their interactions with children in classroom were positively related to children's verbal abilities and teachers' sensitivity predicted better numerical abilities of children after controlling for mothers' reading and the characteristics of family and teacher. The findings shed light on the contributions of teacher behaviors and familial factors to children's cognitive development calling for attention to the need for parent education on cognitively stimulating family environments and continuing education for early childhood teachers focusing on quality interactions with young children.

• 한국보육지원학회지
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• 제17권2호
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• pp.121-142
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• 2021

Objective: The purpose of this study is to examine the mediating effect of teacher-child emotional, verbal, and behavioral interactions on the relationship between teacher playfulness and children's peer abilities. Methods: The research method used the questionnaire method to collect data on 420 children aged 3-5 years old, targeting 108 homeroom teachers working at early childhood education institutions located in Seoul and Gyeonggi area. The collected data was analyzed using the IBM SPSS 23.0 statistical program and the PROCESS macro of Hayes (2013). Results: This study confirmed that teachers' verbal, emotional, and physical interactions are closely related to young children's peer competence. In addition, it was confirmed that the teacher's playability is an important variable that affects not only the emotional, verbal, and physical interactions between the teacher and the infant, but also the peer competence of young children. Conclusion/Implications: The results of this study have significance as basic data that suggests that it is necessary to improve the playability of teachers and increase the quality level of the multifaceted aspects of teacher-infant interaction in order to support young children's peer competence.

• 아동학회지
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• 제18권1호
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• pp.23-38
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• 1997

This study investigated the difference between infant verbal and nonverbal interactions with a partner (teacher or peer). The subjects were 20 two-year-old infants 00 boys and 10 girls, mean age 31.3 months). Verbal and nonverbal interactions were videotaped during one hour of indoor free play per child in the Center. In verbal interaction, (1) boys spoke to themselves more than girls did, and (2) girls gave orders (imperatives, requests, and prohibitions) to peers and teachers more than boys did. In non-verbal interactions, (1) girls nodded to teachers more than boys did, (2) boys came closer to peers more than girls did, and (3) girls refused by gestures to peers more than boys did. In conclusion, the majority of the boys could be classified as peer-oriented and physically active in their interactions.

• International Journal of Contents
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• 제9권3호
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• pp.29-34
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• 2013

This study attempted to compare usability of auditory interfaces, which is a comprehensive concept that includes safety, utility, effectiveness, and efficiency, in personal computing environments: verbal messages (speech sounds), earcons (musical sounds), and auditory icons (natural sounds). This study hypothesized that verbal messages would offer higher usability than earcons and auditory icons, since the verbal messages are easy to interpret and understand based on semiotic process. In this study, usability was measured by a set of seven items: ability to inform what the program is doing, relevance to visual interfaces, degree of stimulation, degree of understandability, perceived time pressure, clearness of sound outputs, and degrees of satisfaction. Through the experimental research, the results showed that verbal messages provided the highest level of usability. On the contrary, auditory icons showed the lowest level of usability, as they require users to establish new coding schemes, and thus demand more mental effort from users.

• 한국과학교육학회지
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• 제33권7호
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• pp.1450-1470
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• 2013

본 연구는 다수준 포함 교수법(multi-level instruction)을 적용한 초등과학 프로그램을 개발하고, 이를 적용한 수업 과정에서 나타나는 학생들 간의 언어적 상호작용을 분석한 것이다. 이러한 연구 목적을 달성하기 위하여 경기도 H시의 B초등학교 5학년 27명을 대상으로 이질적인 4명의 학생으로 소집단을 구성하였고, 매 차시마다 2개 소집단의 수업 과정을 녹화하였다. 5학년 2학기 '1. 우리의 몸' 단원을 대상으로 다수준 포함 교수법을 적용한 초등과학 프로그램을 개발하였다. 언어적 상호작용은 크게 인지적 영역과 정의적 영역 두 가지 측면으로 분석하였다. 인지적 영역은 응답, 질문, 의견제시, 의견받기로 정의적 영역은 행동참여, 분위기 조절로 세분화하여 분석하였다. 다수준 포함 교수법을 적용한 초등과학 프로그램에서 학생들의 언어적 상호작용 분석 결과는 다음과 같다. 첫째, 인지적 영역과 관련된 언어적 상호작용이 정의적 영역과 관련된 상호작용에 비해 많이 일어났다. 둘째, 인지적 영역에서는 중위수준 아동의 언어적 상호작용 빈도가 가장 높았고, 정의적 영역에서는 상위수준 아동의 빈도가 가장 높았다. 인지적, 정의적 영역에서 모두 하위수준 아동의 빈도가 가장 낮게 나타났다. 셋째, 인지적, 정의적 영역에서 상위-중위수준 아동 사이에는 언어적 상호작용의 빈도에 차이가 없었다. 그리고 상위-하위수준 아동보다 중위-하위수준 아동에게서 유의하게 차이가 있는 상호작용 유형이 더 많았다. 중위-하위수준 아동은 행동 참여를 제외한 모든 영역에서 유의한 차이가 있었다. 넷째, 시간이 지날수록 전반적으로 아동들의 언어적 상호작용의 빈도가 증가하고 있었다. 또한 성취수준에 관계없이 활발한 상호작용이 일어나고 있음을 알 수 있었다.

• 대한화학회지
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• 제58권4호
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• pp.406-417
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• 2014

최근 소통과 협업을 통해 문제를 탐구할 수 있는 인재 양성에 대한 요구가 증가함에 따라 과학 영재교육에서 소집단 활동에 대한 중요성이 강조되고 있다. 따라서 이 연구에서는 효과적인 소집단 구성 방안을 모색하기 위하여, 과학 영재들의 학습양식에 따른 언어적 상호작용의 특징을 분석하고, 학습양식에 기반한 소집단 구성이 소집단 활동의 상호작용에 어떠한 영향을 미치는지를 조사하였다. 이를 위하여 경쟁형, 협동형, 의존형 학습양식과 협동형, 협동형, 의존형 학습양식을 지닌 6명의 과학 고등학교 학생들을 각각 소집단 1과 소집단 2로 구성하였다. 연구 결과, 소집단 1의 경우 상호작용의 질적 수준이 낮은 비대칭적 형태의 상호작용이 나타난 반면, 소집단 2에서는 상호작용의 질적 수준이 높은 대칭적 형태의 상호작용이 나타났다. 즉, 소집단 1보다 소집단 2에서 심층적 상호작용의 빈도가 높았고, 학생들이 소집단 활동에 동등하게 참여하는 모습을 나타냈다. 이와 같은 결과는 학생들의 학습양식을 고려한 소집단 구성 방법이 소집단 활동의 참여 여부나 상호작용의 질적 수준 등에 중요한 영향을 미칠 수 있음을 의미한다. 이에 대한 교육적 함의를 논의하였다.

• 수산해양교육연구
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• 제28권5호
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• pp.1395-1406
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• 2016

The purpose of this study was to examine the effects of interaction based mother-child art therapy on the change of child and mother's interactions in a child who was in trouble due to attachment problems. The subject in this study was a six-year-old child who faced difficulties in peer relationship building and who were maladjusted to kindergarten because of unstable attachment and negative feedback from his parents. Also, he showed serious problem behaviors at home. The ABA design was adopted among single-subject research designs, and the Target child was observed in the sessions in terms of the subfactors of Marschak's Behavioral Rating Scale to gather data related to the changes of child and mother's interactions. As a result of analyzing the collected data, there were positive changes in all the subfactors that were the child's verbal/nonverbal interactions, the mother's verbal/nonverbal interactions and mother-child interactions. Therefore the interaction based mother-child art therapy that was designed to boost child and mother's interactions was effective at furthering the mother-child interactions of the child with attachment problems.