Earticle

본 연구는 유아 전통문화 교육을 의미 있게 실시하기 위해서는 유아의 한국전통문화에 대한 태도를 파악하는 것이 매우 중요하다고 보고 유아의 한국전통문화에 대한 태도, 이의 성별과 연령별 차이, 부정적 태도에 대한 이유를 알아보는 것을 연구 목적으로 하였다. 이를 위하여 충청북도 지역과 강원도 지역의 3개소 유치원에 재원 중인 4세반 유아 24명과 5세반 유아 34명을 연구 대상으로 하였다. 자료수집을 위하여 연구자가 개발한 「유아의 전통문화에 대한 태도 검사」를 면접방법으로 실시하였으며 태도 경향과 변인별 차이를 알아보기 위하여 평균을 산출하고 차이검증을 실시하였으며 유아의 반응을 내용별로 범주화하여 빈도처리 하였다. 연구결과 유아의 전통문화 태도는 3가지 범주 18개 항목 모두에서 비교적 긍정적인 것으로 나타났다. 변인별로는 성별 변인에서 유의한 차이가 나타나 여아가 남아보다 긍정적인 태도를 보였으며, 연령별 변인에서는 유의한 차이가 나타나지 않았다. 부정적 태도에 대한 이유는 3개 요인별로 다양한 반응을 나타내었다.

The purpose of this study was to analyze the attitudes of young children on Korean traditional cultures and the differences according to sex and age variable. The subjects of this study were 58 five and six-year-olds kindergarten children in Chungbuk and Kangweon region. The attitudes of young children on Korean traditional cultures were measured by rating scale constructed by researcher. The rating scale consists of 18 questions in three factors. Results found in this study were as follows: First, the level of young children' attitudes on Korean traditional cultures was a little above the average on all 3 factors. Second, the difference of sex variable on all 3 factors was significant, but that of age variable was not shown on all 3 factors. Girls have shown more positive attitudes than boys on Korean traditional cultures. Third, the reasons for negative attitudes on 3 factors were various.

본 연구의 목적은 OECD국가의 유아교육 보육 교원양성과정 및 교사의 질 향상을 위한 노력과 우리나라의 유아교육 보육 교원양성 및 자격 제도와 교원현황을 분석하여 유보통합을 위한 교원정책의 기본방향을 제시하는데 있다. OECD 국가들은 보육교사와 유치원 교사의 자격기준을 강화하고 현직교육에 대한 행․재정적 지원을 통해 교사의 전문성 향상에 노력을 기울이고 있다. 우리나라는 유치원 교사와 보육교사의 학력차이가 크며 보육교사의 근무시간과 급여에서 낮은 처우를 받는 등의 문제가 있다. 따라서 본 연구에서는 유아교육보육 통합의 방향을 교육부 관리체제하의 0-5세 (가칭) 유아학교로 보고, 이를 위한 교원의 자격과 양성체제 개편의 단계적 방안을 다음과 같이 제시한다. 1단계는 유치원 교사와 보육교사의 동질성 확보단계(2013년)로서 학과중심 양성체제로의 전환, 보육교사 3급의 역할 차등화, 담임교사와 부담임 또는 방과후(종일제) 교사의 직무 표준화 및 자격차등이 이루어져야 한다. 2단계는 (가칭) 유아(학교)교사로서의 전환 준비단계(2013~2016년)로서 학사학위 자격으로의 전환 및 대학의 선택권 부여, (가칭) 유아(학교)교사 표준양성교육과정 개발 및 운영, 유치원교사와 보육교사 자격 상호인정, 기존 교사에 대한 한시적 학사학위 및 자격취득 기회가 부여되어야 한다. 3단계는 (가칭) 유아(학교) 교사 정착 단계(2017년~)로서 교원의 일원화가 정착되기 위해 교원의 처우개선과 급여 기준의 정비가 필요하다.

The purpose of this study is to present the basic direction for Korea's teacher policies regarding the integration of early childhood education and early childhood care programs by analyzing efforts to improve teacher preparation programs and teacher quality as well as the current situation of Korea's teacher development and qualification programs. OECD member states have been adopting higher qualification requirements for childcare professionals and kindergarten teachers and have been providing administrative and financial support to teachers in the field to continuously improve their professional capabilities. Currently, a large gap exists between the education level of kindergarten teachers and that of childcare professionals, who also face relatively inferior working conditions such as longer working hours and lower wages. Accordingly, assuming the (tentatively named) Early Childhood School for ages 0 to 5 under the management of the Ministry of Education as the model for integrating the two separate systems, this research proposes the following multi-phase reform of teacher qualifications and preparation programs. Phase 1(2013) is when homogeneity is achieved between kindergarten teachers and childcare professionals. Major tasks during this phase include conversion to a department-centric teacher preparation system, differentiation of the role of Level 3 childcare professionals, standardization of job descriptions and qualification differentiation for classroom main teachers, deputy teachers and teachers for full-day programs. Phase 2(2013-2016) is when the conversion to the Early Childhood School is prepared by converting all teachers to a bachelor's degree qualification, granting universities the right to choose, developing standard teacher preparation programs for early childhood teachers, mutually recognizing kindergarten teacher and childcare professional qualifications and opening a temporary window for existing teachers to obtain bachelor's degrees and relevant qualifications. Phase 3(2017 ~ ) is when the early childhood teacher program is stabilized by improving the working conditions of teachers and revising salary standards.

본 연구의 목적은 그림책을 활용한 음악 만들기 활동이 유아의 음악적 창의성에 어떠한 영향을 미치는지 알아보는데 있다. 연구대상은 서울시에 소재한 Y초등학교병설유치원의 만 5세 두 학급의 유아 50명이며, 10주 동안 총 30회 실시하였다. 연구도구는 3∼8세의 유아들을 위해 기발된 Wang(1985)의 MCSM(Measures of Creativity in Sound and Music)으로 허순희(1996)가 번안한 자료를 사용하였다. 본 연구의 결과 그림책을 활용한 음악 만들기 활동은 유아의 음악적 유창성, 음악적 상상력, 음악적 독창성에 긍정적인 영향을 미치는 것으로 나타났다. 결론적으로, 그림책을 활용한 음악 만들기 활동은 유아의 음악적 창의성에 긍정적인 영향을 미쳤다고 할 수 있다.

The purpose of this study was to investigate the effects on musical creativity of young children through making music using picture books. The participants of this study were 50 children of 5-year-old of 2 classes in Y elementary school annexed kindergarten located in Seoul. The experimental group was selected 25 children and the controlling group 25 children. As this test tool Wang’s MCSM(Measures of Creativity in Sound and Music) adapted by Heo, Sun-hui(1996) is used. The results of the study were that making music using picture books had positive effects on musical fluentness, imagination, originality of young children. In conclusion, making music activities using picture books had positive effects on musical creativity of young children.

본 연구는 재중(在中) 한국인 유치원 교사들이 교직생활에서 경험한 교육과정 운영, 유아들의 생활을 질적으로 탐구하고 분석하는데 목적이 있다. 이에 따라 본 연구는 중국 산동성 칭다오(靑島)시 C한국학교 병설유치원 교사 3명과 K한국국제학교 부설유치원 교사 1명의 면담, 교사저널, 연구자의 약기, 기타 자료를 수집하여 질적으로 분석하였다. 연구결과 재중 한국인 유치원 교사들이 경험한 교육과정 운영은 본국과 연계된 교육과정으로 가르치기, 전문성 개선의 한계를 느끼는 외로운 타국살이, 타국에서 한국의 새싹들을 가르치는 교사이면서 애국자로 나타났다. 재중 한국인 유치원 교사들이 경험한 유아들의 생활은 유아들에게서 느껴지는 자연스러운 이중문화, 변해가는 유아들에 대한 안타까움, 유아들에게 정체성 확립시켜 주기로 나타났다. 또한 재중 한국인 유치원 교사들이 경험한 학부모와의 관계는 학부모들과 함께 소통하기, 때로 어려운 가정과의 연계, 학부모들에게 받은 감사 그리고 응원으로 나타났다.

This study aims to inquire into and analyze the curriculum implementation, the life of young children and the relationship with parents which teachers experienced at Korean kindergartens located in China in a qualitative manner. The participants of this study were 3 teachers of kindergarten attached to C Korean school and 1 teacher of kindergarten annexed to K Korean international school both located in Qingdao, Shandong province, China. All the required data was of interview results, journals of teachers, outlines of researchers and other relevant sources. The result of study shall be as follows. Firstly, the curriculum implementation which teachers of Korean kindergartens in China experienced was set forth as three types including 「Teaching by Curriculum linked with Native Country」, 「Lonesome Life in Other Country under Limitation on Improvement of Specialty」, and 「Patriotic Teacher teaching Korean Buds in Other Country」. Secondly, the life of young children which teachers of Korean kindergartens in China experienced was set forth as three types including 「Natural Dual Culture felt from young children」, 「Frustration felt from Changing young children」, and 「Establishing Identity of young children」. Thirdly, the relationship with parents which teachers of Korean kindergartens in China experienced was set forth as three types including 「Communicating with Parents, 「Poor Connection with Family」, and 「Gratitude and Encouragement from Parents」.

본 연구의 목적은 유아들이 유치원 인근 숲에서 자유로운 탐색, 오감각으로 체험, 생태강사와 함께 놀이를 중심으로 한 자연체험 활동에 참여하면서 나타나는 유아들의 경험이 어떠한지를 알아보는 것이다. 이를 위해 경기도 광주시 N병설유치원의 만 5세 유아 6명을 대상으로 연구자가 생태강사 1인과 함께 16회에 걸쳐 자연 체험활동을 실시하였고, 녹화자료의 전사, 사진, 연구자의 기록, 메모, 유아들의 작품 분석 등 자료를 수집, 분석하였다. 연구결과, 연구초기 유아들은 숲과 활동에 대한 낯설음과 두려움을 나타냈고, 점차 자연과의 교감을 경험하였다. 또한 유아들은 적극적인 탐색활동을 통한 다양한 표현활동과, 숲 속에서 친구와의 다양한 경험을 나타냈다.

This study was to find out the experiences of young children who participated in nature-experiencing activities which comprised searching freely, experiencing by five senses, and playing with eco-staffs in the wood neighbouring their kindergarten. For the purpose, following research question was set up. 1. What experiences do young children have during nature-experiencing activities in the wood which neighbors their kindergarten? Participants for this study were six five-year-old children attending a kindergarten attached to N primary school in Gwangju, GyeongGi. This kindergarten is characterized by its attending children who moved to the area in order to get education in the nature-friendly environment. The 16 study sessions had been conducted in the wood near Namhansansung which neighbors N primary school every Wednesday and Friday for eight weeks from October 6th to November 26th, 2010. The researcher and an eco-staff led each theme-specified session from 13:00 to 14:30. The nature-experiencing activities consisted of one or two sessions on 11 themes covering the Namhansan wood in fall and winter. Children searched the wood freely, experienced the objects in nature by touching, smelling, hearing, and/or feeling, and enjoyed the play activities with eco-staffs. To increase validity and reliability, data were collected by triangulation method (Merriam, 1988/1994) including transcribing video-recoded documents, picturing, recording and memo-taking, and analysing young children's works. Collected data were then processed by organization, area analysis, classification and category analysis, result interpretation. Results of this study were as follows: The experiences which young children had during nature-experiencing activities were 'unfamiliarity with nature and related activities,' 'sympathy for nature which children experienced,' 'the wood in fall and winter presented by movements, drawings, songs, and natural objects,' and 'the wood where children played with friends.' First, children experienced unfamiliarity with and fear about nature and related activities. During the early stage of this study, children expressed their unfamiliarity with and fear about nature and related activities, were reluctant to the activities, showed interests in other topics. As sessions were conducted, however, children participated in the sessions actively. Second, children experienced sympathy for nature. They showed various curiosities and gradually felt familiarity with nature by sympathizing for nature. Additionally, children felt the coziness which nature provided with, the beauty of nature, and the feeling of achievement as they continued to visit the wood and participate in the nature-experiencing activities. Third, children showed various expressions by active searches. They expressed nature by using movements, drawings, and songs while searching the wood in fall and winter. Some children even showed creative expressions using objects found in the wood. Fourth, children had various experiences when they played with friends in the wood. Children got related with classmates whom they were not friends with in classroom or participated in the activities with them. Children helped and cooperated with friends in need, apologized to friends and solved problems when they were in trouble. Children made up a creative play with friends or showed a play which represented friends and natural objects.

본 연구는 교사가 지각하고 있는 교사-유아 관계와 사회적 유능감이 어떻게 나타나며, 교사-유아 관계의 각하위 척도에서 교사의 지각 정도에 따라 유아의 사회적 유능감은 어떻게 나타나는가를 알아보는데 그 목적이 있다. 연구대상은 경기도 의왕시에 소재하고 있는 공립유치원에 재원중인 만 5세 유아 163명이었다. 그 결과, 첫째, 교사가 교사-유아 관계에 대하여 비교적 원만하고, 긍정적이라고 지각하고 있으며, 유아의 성별에 따라 다르게 지각하고 있는 것으로 나타났다. 둘째, 유아의 사회적 유능감은 성별에 따라 유의한 차이가있는 것으로 나타났다. 셋째, 교사가 지각하는 교사-유아 관계에서 교사의 갈등 지각 정도에 따라 유아의 사회적 유능감과 하위 구성요인 정서 조절, 정서성, 또래관계기술, 사회적 규범 이해 모두에서 갈등 수준 집단간에 유의한 차이가 있는 것으로 나타났다. 교사의 친밀감 지각 정도에 따라 유아의 사회적 유능감과 하위구성요인 정서 조절, 정서성, 또래관계기술, 사회적 규범 이해 모두에서 친밀감 수준에 따라 유의한 차이가있는 것으로 나타났다. 교사가 지각하고 있는 교사-유아 관계에서 교사의 의존 지각 정도에 따라 유아의 사회적 유능감과 하위 구성요인 정서성, 사회적 규범 이해에서 의존 수준에 따라 유의한 차이가 있는 것으로 나타났다

The purpose of this study was to find out how the teacher-child relationship that teachers perceived and the children's social competences appeared and to examine the children's social competences according to level of teachers' perception of the teacher-child relationship. The subjects of this study were 165 infants aged 5 (boys 80, girls 83), attending in the public kindergarten located in Uiwang-city in Kyeonggii-province. The results of the study were as follows: First, teachers perceived the teacher-child relationship as satisfactory and positive and that perception was different by children's gender. Second, Girls's social competency was higher than boys and this gender difference was statistically significant. Third, the significant difference of social competence according to the teacher's perception level of conflict in the teacher-child relationship was found as significant in all four sub-factors of the children's social competence: 'emotion regulation'(p< .001), 'emotionality'(p< .001), 'peer-relationship skill'(p< .001), and 'social rule comprehension'(p< .001). The significant difference of social competence according to the teacher's perception level of closeness in the teacher-child relationship was found as significant in all four sub-factors of the children's social competence: 'emotion regulation'(p< .01), 'emotionality'(p< .05), 'peer-relationship skill'(p< .001), and 'social rule comprehension'(p< .001). The significant difference of social competence according to the teacher's perception level of dependency in the teacher-children relationship was found as significant in two sub-factors of the children's social competence: 'emotionality'(p< .001), and 'social rule comprehension'(p< .05).

본 연구는 수학개념이 포함되는 신체활동이 유아 수학능력에 미치는 영향을 알아보는 데 그 목적이 있다. 본 연구의 대상은 강원도 I군에 위치한 S초등학교병설유치원 만 5세 유아 16명(실험집단)과 I초등학교병설 유치원의 만 5세 유아 14명(통제집단)으로 총 30명이 참가하였다. 연구 도구는 유아의 수학능력을 알아보기 위하여 김지영(2005)이 개발한 유아수학능력 검사 도구를 사용하였다. 연구결과는 수학개념이 포함되는 신체 활동이 수학과 신체의 분리된 활동보다 유아의 전반적인 수학능력의 향상에 긍정적인 영향을 미치는 것으로 나타났다.

The purpose of this study was to make a comparison of the effect of young children's mathematical ability physical activity including mathematical concepts. For this, the research questions were posed as below. 1. What is the effect of physical activity including mathematical concepts on young children's mathematical ability? 1) What is the effect of physical activity including mathematical concepts on young children's ability in number and operation? 2) What is the effect of physical activity including mathematical concepts on young children's ability in algebra? 3) What is the effect of physical activity including mathematical concepts on young children's ability in geometry? 4) What is the effect of physical activity including mathematical concepts on young children's ability in measurement? 5) What is the effect of physical activity including mathematical concepts on young children's ability in data analysis? For this study, 14 kindergartens young children at age around 5 were selected for control group and 16 are selected for test group out of total young children in the I public kindergarten of the I primary school in I province in Kang-won state. A young children’s mathematical ability test tool developed by Ji young Kim in 2004 are used for test tools for this study in order to measure the mathematical ability of young children. In order to verify the research thesis, data analysis for the materials was undertaken through the calculation of standard deviation and average using the SPSS/for windows 17.0 program, and through the t-test among groups for the effect score. The results of this study are as follows. First, the experimental group who participated in the physical activities including mathematical concepts performed better in most areas of the mathematical ability test than the control group who participated in mathematical education physical activities(t=9.562, p< .001). Second, the experimental group who participated in the physical activities including mathematical concepts performed better in number and operation area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=6.426, p< .001). Third, the experimental group who participated in the physical activities including mathematical concepts performed better in geometry area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=5.291, p< .001). Forth, the experimental group who participated in the physical activities including mathematical concepts performed better in mesurement area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=8.212, p< .001). Fifth, the experimental group who participated in the physical activities including mathematical concepts performed better in analysis area of the mathematical ability test than the control group who participated in mathematical education physical activities(t=5.156, p< .001). The results of this study suggest that physical activity including mathematical concepts have positive influence on children's mathematics ability than mathematics education separated from physical activities. Physical activities including mathematical concepts were meaningful. So they can be adopted to the field of early childhood education as effective teaching methods.

본 연구는 구성주의 이론에 기초한 소리 관련 과학 활동을 하는 과정에서 유아는 소리에 대하여 어떠한 개념을 구성해 가는지 그 과정을 질적으로 분석해 보는데 목적이 있다. 연구에 참여한 유아는 제주도에 소재한 S초등학교병설유치원에 재원중인 만 5세 유아 10명이었다. 연구과정은 2011년 10월 24일(월) ~ 12월 30일(금)까지 10주간, 주 3~4회씩 총 27회 이루어졌다. 활동은 유치원의 하루일과 중 자유선택활동시간에 유아의 흥미와 반응에 따라 20~30분 정도의 시간이 소요되었다. 집단 구성은 4~5명씩 2그룹으로 나누어 활동하였으며, 각 그룹별로 주 3~4회씩 총 27회 활동하였다. 자료 수집은 질적 연구의 타당도와 신뢰도를 높이기 위하여 삼각측정법(Merriam, 1994)에 의하여 녹화자료의 전사와 유아들의 활동사진, 교사일지, 유아와의 개별 면담, 유아들의 작품 등을 다양한 방법으로 수집하였다. 수집한 자료는 자료의 조직화, 영역분석, 자료 분류 및 분석, 분석결과의 해석 단계를 거쳤다. 연구 결과 구성주의 이론에 기초한 소리 관련 과학 활동에서 나타난 유아의 소리 개념 구성 과정은 ‘소리에 대한 발견’, ‘소리전달 도구에 따른 변별’, ‘수신기관으로 듣기에 대한 인식’, ‘소리전달과 진동을 전달하는 매체의 관계에 대한 인식’, ‘소리에 대해 새롭게 이해하기’로 범주화되었다.

The purpose of this study was to qualitatively analyze the process of how young children construct the concept of sound while participating in the science activity dealing with sound based on constructivism. The children who participated in this study were 10 five-year-old children currently attending S Elementary School Affiliated Kindergarten in Jeju-do. The activity was implemented for 10 weeks from October 24, 2011 through December 30, 2011, 3-4 times a week for a total of 27 times. The activity took 20-30 minutes during the Kindergarten's elective period depending on the children's interests and response. The children were divided into two groups of four or five members and each group engaged in the activity 3-4 times a week for a total of 27 sessions. The data was gathered using triangulation (Merriam, 1994) for the validity and reliability of qualitative study. Transcription of recordings, photographs of activities, teachers' records, individual interviews with children, and children's artwork was collected in various ways, and these resources were processed through organization, categorical analysis, data classification and analysis, and interpretation. The results of the study were as follows: The process of constructing the concept of sound was categorized into 「discovery of sound」, 「discrimination based on sound-transfer tools」, 「understanding of listening through the auditory organ」, 「understanding of the relationship between the media that delivers sound and vibration」, and 「new understanding of sound」.

본 연구는 유치원 교사의 창의성과 자아상태가 어떤 관계가 있는지를 알아보는 데 목적이 있다. 이 목적을 달성하기 위하여 전국의 공사립 유치원 교원 300명을 대상으로 질문지를 통하여 교사의 창의성과 자아상태에 관한 자료를 수집하였다. 연구 결과, 유치원 교사의 창의성과 자아상태는 대체로 정적 상관 관계가 있으며 순응적인 아동자아상태는 부적 상관이 있는 것으로 나타났다. 또한 유치원 교사의 자유로운 아동자아상태는 교사 창의성의 하위요인들을 가장 많이 설명하는 영향력을 지닌 것으로 나타났다. 유치원 교사의 창의성 하위 요인과 자아상태간의 상관을 알아 본 결과 다음과 같이 결론을 내릴 수 있었다. 첫째, 유치원 교사의 자유로운 아동자아상태(FC)는 유치원 교사의 창의성에 가장 많은 영향을 미친다. 둘째, 유치원 교사의 순응적인 아동자아상태(AC)는 유치원 교사의 창의성에 부적인 영향을 미친다. 셋째, 유치원 교사의 성인자아상태(A)는 유치원 교사의 창의성에 상당한 영향을 미친다. 넷째, 유치원 교사의 양육적인 부모자아상태(NP)는 유치원 교사의 창의성에 비교적 영향을 미친다. 다섯째, 유치원 교사의 비판적인 부모자아상태(CP)는 유치원 교사의 창의성에 영향을 미치지 않는다.

The purpose of this study was to investigate the relationship between kindergarten teacher's creativity and ego-state. Subjects of the study are 300 kindergarten teachers from the nation wide. Data were gathered by questionnaire methods and analyzed for correlation, multiple regression prediction using SPSS 18.0. Results of the study are as follows: First, kindergarten teacher's creativity and ego-state are considerably correlated. Second, the most powerful predictive factor for kindergarten teacher's creativity is FC(Free Child ego-state). Third, kindergarten teacher's AC(Adapted Child ego-state) is negative predictive factor for kindergarten teacher's creativity. Fourth, kindergarten teacher's A(Adult ego-state) is considerable predictive factor for kindergarten teacher's creativity. Fifth, kindergarten teacher's NP(Nurturing Parent ego-state) is comparative predictive factor for kindergarten teacher's creativity. Sixth, kindergarten teacher's CP(Critical Parent ego-state) is not predictable for kindergarten teacher's creativity.